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SOCIAL  STUDIES  IN 
SECONDARY  SCHOOLS 


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A84      Association  of 

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MATERIALS  FOR  THE  STUDY 
OF  BUSINESS 


SOCIAL  STUDIES  IN  SECONDARY 
SCHOOLS 


THE  UNIVERSITY  OF  CHICAGO  PRESS 
CHICAGO,  ILLINOIS 


THE  BAKEK  AND  TAYLOR  COMPANY 

NEW  YORK 

THE  CAMBRIDGE  XJNIVERSITY  PRESS 

LONDON 

THE  MARtlZEN-KABTJSHIKI-KAISHA 

TOKTO,  OSAKA,    KTOTO,    FUKUOKA,    SKKDAl 

THE  MISSION  BOOK  COMPANY 
sHANaaAi 


SOCIAL  STUDIES 
IN  SECONDARY  SCHOOLS 


THE  COMMISSION  ON  CORRELATION  OF  SECONDARY  AND 

COLLEGIATE  EDUCATION,  WITH  PARTICULAR 

REFERENCE  TO  BUSINESS  EDUCATION 


THE  ASSOCIATION  OF  COLLEGIATE  SCHOOLS 
OF  BUSINESS 


1'     i    > 


•     '    '      »  «  J       J 


THE  UNIVERSITY  OF  CHICAGO  PRESS 
CHICAGO,  ILLINOIS 


82277 


Copyright  1922  By 
The  University  of  Chicago 


All  Rights  Reserved 


Published  April  1922 


Composed  and  Printed  By 

The  University  of  Chicago  Press 

Chicago,  Illinois.  U.S.A. 


*n  ^  PREFACE 

The  Association  of  Collegiate  Schools  of  Business,  in  author- 
izing a  study  of  the  correlation  of  secondary  and  collegiate  educa- 
tion, commanded  that  the  study  be  made  by  a  commission  rather 
^     than  by  a  committee,  so  that  the  work  might  be  broadened  by 
^    the  inclusion  of  representatives  from  other  organizations.    This 
•«»   report  of  progress  deals  with  only  one  section  of  the  work  which 


I    ^was  assigned  to  the  Commission 


'•'^  The  Commission  has  no  illusions  concerning  the  value  of  such 
studies  as  it  here  presents.  It  claims  for  the  study  only  this:  it  is 
the  Commission's  interpretation  of  the  status  of  social  studies  in 

4,^  secondary  education  and  the  Commission's  hypothesis  for  their 
reorganization.  This  hypothesis  is  submitted  more  to  provoke 
comparison  with  other  hypotheses  and  to  stimulate  further  dis- 
cussion and  thinking  in  the  field  than  to  provide  a  "solution"  of  our 

(^•^   difficulties.     No  hypothesis  in  this  field  can  be  more  than  the 
beginning  of  a  solution.     The  great  need  is  for  tested  textbook 
^    material  and  for  appropriate  teacher  training. 
^         The  members  of   the   Commission   follow:    from   secondary- 

SJ  school  work,  H.  V.  Church,  appointed  by  the  Association  of 
Secondary-School   Principals;    from   labor,    Charles   B.    Stillman, 

^  appointed  by  the  American  Federation  of  Labor;  from  employers, 
H.  H.   Rice,  appointed  by  the  National  Industrial   Conference 

^  Board;  from  the  Association  of  Collegiate  Schools  of  Business, 
R.  E.  Heihnan,  W.  H.  Kiekhofer,  C.  O.  Ruggles,  I.  Leo  Sharfman, 
and  L.  C.  Marshall. 

The  concurrence  of  these  men  in  this  report  does  not  necessarily 
imply  a  similar  concurrence  of  the  appointing  organizations  in  all 
of  the  conclusions. 

The  Commission 


vu 


CONTENTS  AND  SUMMARY  STATEMENT 

PAGE 

Chapter  I.    Introduction i 

The  Commission  gives  its  attention  in  this  report  primarily  to  the  question 
of  the  social  studies  under  the  6-3-3  plan  of  school  organization. 

Chapter  II.    Social  Studies  in  the  Business  Curriculum     ...         3 

The  social  justification  of  business  education  lies  in  its  contribution  to 
increased  productive  capacity,  using  that  term  in  its  broadest  sense.  Pro- 
ductive capacity  is  promoted  by  competence  in  social  relationships  as 
truly  as  it  is  by  competence  in  technical  matters. 

Chapter  III.    The  Previous  Proposals  Concerning  Social  Studies 

IN  Secondary  Schools 7 

The  proposals  which  our  various  educational  bodies  have  thus  far  made 
concerning  social  studies  in  the  secondary  schools  do  not  meet  the  needs  of  the 
case. 

Chapter  IV.    The  Actual  Position  of  Social  Studies  in  Secondary 
Schools 20 

The  actual  position  of  social  studies  in  secondary  schools  falls  far  short 
of  the  unsatisfactory  proposals  which  have  been  made. 

Chapter  V.    The  Actual  Position  of  Social  Studies  in  Secondary 
Commercial  Curricula 26 

Our  secondary  courses  in  business  education  have,  except  for  those  of  a 
handful  of  high  schools  of  commerce,  failed  utterly  to  give  the  student  an 
appreciation  of  the  functioning  structure  of  modem  society. 

Chapter  VI.    What  the  Collegiate  Schools  of  Business  Do  by  Way 
of  Correlation 37 

The  collegiate  schools  of  business  curricula,  taken  as  a  whole,  have  not 
provided  well-balanced  required  instruction  in  social  studies,  and  they  have 
done  little  to  correlate  effectively  their  work  with  that  of  the  secondary 
schools. 

Chapter  VII.    The  Administrative  Reorganization  of  Our  School 
System 44 

The  administrative  reorganization  of  the  elementary-  and  secondary-school 
systems  has  a  significant  bearing  upon  secondary  social-science  studies  in 
relationship  both  to  general  education  and  to  business  education.  It  raises 
also  problems  of  correlation  of  the  secondary-school  system  with  collegiate 
and  professional  school  work. 

ix 


X  CONTENTS  AND  SUMMARY  STATEMENT 

PAGE 

Chapter  VIII.    The  Proposal  of  the  Commission        49 

The  Commission  proposes  a  program  of  social  studies  for  the  junior  high 
school  which  it  believes  to  be  more  fundamental  and  far-reaching  than  the 
other  proposals  which  have  been  made.  Such  a  program  will  profoundly 
afifect  the  work  of  the  elementary  school  and  of  the  senior  high  school. 
The  junior  high  school  is,  however,  the  strategic  point  for  an  attack  at 
the  present  time. 

Appendix 64 

Bibliography 64 

Index      .     * "3 


CHAPTER  I 

INTRODUCTION 

This  Commission  of  the  Association  of  Collegiate  Schools  of 
Business  was  appointed  in  November,  1919,  to  study  and  report 
upon  the  question  of  appropriate  correlation  of  secondary  and 
collegiate  education,  with  particular  reference  to  business  education. 
It  now  submits  a  report  of  progress  as  a  basis  of  discussion  by 
members  of  the  association.  It  asks  that  it  be  continued  and 
instructed  to  make  further  studies  of  the  business  curriculum.  Its 
present  report  of  progress  deals  with  social  studies  in  secondary 
education. 

It  will  be  observed  that  the  work  of  the  Commission  was  con- 
fined to  the  correlation  of  secondary  and  collegiate  education. 
This  at  once  eHminated  from  consideration  the  two-year  high- 
school  commercial  course.  Even  so,  the  remaining  problem  was 
large  and  complex.  For  example,  it  would  have  been  possible, 
and  quite  appropriate,  for  the  Commission  to  have  brought  in  a 
report  deaHng  with  (a)  the  correlation  of  the  four-year  high-school 
course  and  collegiate  education,  (b)  the  correlation  of  the  six-year 
junior-senior  high-school  course  and  collegiate  education,  and 
(c)  the  correlation  of  both  of  the  foregoing  with  the  junior  and 
senior  college. 

The  Commission  has  decided  to  place  its  main  emphasis  upon 
the  field  indicated  by  (b)  above,  the  correlation  of  the  six-year 
junior-senior  high-school  course  and  collegiate  education.  It  has 
chosen  to  emphasize  otie  field  because  it  believes  that  a  single  clear- 
cut  proposal  will  facilitate  discussion  of  fundamental  issues  rather 
better  than  several  proposals.  It  has  chosen  this  particular  field 
partly  because  the  6-3-3  organization  seems  likely  to  be  the  domi- 
nant  secondary-school   organization   of   the   future,    and   partly 


2  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

because  the  coming  in  of  the  6-3-3  organization  gives  opportunity 
to  work  out  a  plan  that  will  not  be  too  greatly  hampered  by  custom 
and  tradition.  Then,  too,  it  is  not  difficult  to  derive  a  four-year 
program  from  the  longer  program,  in  case  one  is  primarily  interested 
in  the  four-year  plan.  The  Commission  has,  indeed,  made  certain 
suggestions  on  page  59  in  the  8-4  field. 

For  correlation  to  occur,  there  must  be  parts  of  a  coherent  whole 
which  are  to  be  brought  into  relationship.  If  we  are  to  correlate 
two  parts  of  busmess  education  we  must  have  some  working 
hypothesis  concerning  the  essential  elements  of  the  business  curricu- 
lum. The  Commission  is  well  aware  that  there  is  today  much 
lack  of  agreement  concerning  the  details  of  the  business  curriculum. 
It  believes,  however,  that  everyone  will  accept  this  very  general 
statement:  "Business  education  which  extends  into  collegiate 
grade  seeks  to  develop  competent  business  executives.  These 
executives  must  administer  their  businesses  under  conditions 
imposed  by  the  environment  both  physical  and  social."  This 
statement,  if  accepted,  gives  us  something  definite  to  work  upon. 
There  must  be  training  looking  toward  technical  competence  in 
management;  training  looking  toward  giving  an  understanding 
of  the  social  environment;  and  training  dealing  with  the  physical 
forces  of  our  world.  The  Commission  is  discussing  these  types  of 
training  in  a  scheme  of  education  which  runs  through  high  school 
and  college. 

Here  again  the  Commission  has  chosen  to  narrow  its  field. 
While  recognizing  the  need  of  the  work  of  the  physical  sciences, 
and  while  providing  for  them  in  general  terms  in  its  proposal,  the 
Commission  has  made  a  detailed  proposal  only  in  the  fields  of  social 
environment  and  technical  management.  Its  only  defense  for  this 
limitation  of  field  is  that  the  world  was  not  made  in  a  day. 


CHAPTER  II 

SOCIAL  STUDIES  IN  THE  BUSINESS  CURRICULUM 

The  social  justification  of  business  education  lies  in  its  contribution 
to  increased  productive  capacity,  using  that  term  in  its  broadest  sense. 
Productive  capacity  is  promoted  by  competence  in  social  relationships 
as  truly  as  it  is  by  competence  in  technical  matters. 

The  true  goal  of  business  education  is  not  that  of  enabling 
its  recipients  to  make  more  money.  Of  course,  training  for  busi- 
ness does  mean  increased  earning  capacity  and  beyond  question 
individual  earning  capacity  is  a  matter  of  great  social  significance. 
The  justification  of  business  education  is,  however,  more  deeply 
grounded.  It  rests  fundamentally  upon  its  contribution  to  the 
progress  of  our  society  through  developing  more  competent  business 
men,  more  competent  not  merely  as  technical  workers  in  some 
specialized  aspect  of  business  activity,  but  also  as  the  co-ordinating 
agents  of  our  regime  of  individual  exchange  co-operation.  Tech- 
nical competence  as  a  means  of  increasing  productive  capacity  is 
generally  accepted  as  a  proper  goal  of  business  education;  it 
requires  neither  explanation,  comment,  nor  justification.  Just 
because  it  is  so  widely  accepted,  it  needs  no  discussion  here.  Com- 
petence in  social  relationships,  however,  is  on  a  different  footing. 
It  still  requires,  to  many  minds,  explanation,  if  not  justification. 

Granting,  then,  the  desirabihty  of  technical  competence  in  the 
modern  business  man,  the  Commission  invites  attention  to  that 
aspect  of  his  task  which  is  concerned  with  the  co-ordination  of 
the  speciaHsts  of  modern  society. 

Ours  is  a  society  of  speciaHsts,  and  is,  therefore,  one  of  great 
productive  possibilities,  provided  these  speciaHsts  are  effectively 
co-ordinated.  But  effective  co-ordination  is  a  tremendous  task. 
It  raises  the  whole  problem  of  the  appropriate  apportionment  of 
our  social  energy  in  the  process  of  want-gratification,  the  whole 


4  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

problem  of  the  guidance  of  economic  activity.  Our  specialists, 
either  through  their  own  powers  or  because  they  command  powers 
outside  themselves,  are  our  repositories  of  social  energy.  How 
much  social  energy  shall  be  devoted  to  making  producer's  goods  ? 
How  much  to  making  consumer's  goods  ?  How  much  to  develop- 
ing instrumentalities  of  social  contro.1  ?  How  much  to  one  particu- 
lar industry  as  opposed  to  another  ?  How  much  to  one  form  of 
productive  energy  such  as  capital  goods,  as  opposed  to  another 
form  such  as  labor  power  ?  What  is  the  most  effective  apportion- 
ment of  productive  energy  within  a  single  business  unit?  These 
questions  hint  at  the  range  of  problems  involved  in  the  co-ordination 
of  the  specialists  of  modern  society.  They  point  to  the  weighty 
social  responsibilities  assumed  by  the  modern  business  man,  who, 
operating  in  terms  of  such  social  phenomena  as  competition, 
private  property,  and  the  pecuniary  organization  of  society,  "by 
authority"  regulates  the  apportionment  of  productive  energy  and 
the  co-ordination  of  the  speciaUsts  employed  within  a  given  business 
unit  and  "through  exchange"  is  responsible  for  the  initial  steps 
involved  in  the  co-ordination  of  a  specialized  unit  with  the  rest  of 
society.  They  show  that  increased  productive  capacity  for  the 
community  as  a  whole  presupposes  something  more  than  technical 
competence  in  business  men. 

With  such  serious  social  burdens  resting  upon  the  responsible 
organizers  of  modern  business,  it  is  at  least  an  interesting  fact  that 
in  the  main  these  organizers,  whether  self-appointed  or  appointed 
by  others,  are  appointed  with  a  minimum  of  social  supervision. 
Speaking  in  general  terms,  anyone  with  sufficient  command  of 
social  energy  may  appoint  himself  an  organizer.  Once  appointed, 
his  continuance  in  the  task  depends  upon  his  business  success  or 
failure.  Here  society  has  a  tremendous  interest  at  stake.  If 
the  organizer  is  successful  (and  if  we  assume  that  his  organizing 
acts  are  appropriately  controlled  by  society),  society  gains  in  want- 
gratifying  power  by  his  success.  If  he  fails,  society  loses,  since 
productive  energy  has  been  misplaced  or  misdirected.     Making 


SOCIAL  STUDIES  IN  THE  BUSINESS  CURRICULUM  $ 

allowance  for  the  different  conditions,  much  the  same  social  situa- 
tion obtains  in  the  case  of  the  organizer  appointed  by  others. 
What  a  curious  trial-and-error  method  of  finding  business  leaders 
and  of  maintaining  the  co-operation  of  modern  specialists! 

Just  in  this  field  is  to  be  found  one  important  function  of  busi- 
ness education.  In  the  past,  we  have  had  a  negative  attitude 
with  respect  to  this  whole  matter  of  the  individual  becoming  an 
organizer,  and  with  respect  to  his  continuance  in  the  task.  Per- 
haps we  have  not  fully  appreciated  how  large  is  the  stake  of  society; 
perhaps  we  have  been  under  the  influence  of  our  laissez  faire 
antecedents.  Whatever  may  be  the  explanation  of  our  negative 
attitude  of  the  past,  there  can  be  no  question  that  it  is  being  sup- 
planted by  a  positive  attitude  for  the  future,  and  that  the  develop- 
ment of  business  education  is  one  of  the  outstanding  manifestations 
of  that  attitude.  In  the  future,  if  business  education  rises  to  its 
responsibiUties,  the  individual  organizer  will  be  able  to  approach 
his  social  task  of  co-ordinating  modern  speciaUsts  with  greater 
awareness  of  the  nature  of  his  task  and  of  the  social  responsibilities 
involved  therein;  with  greater  knowledge  of  difficulties,  dangers, 
and  paths  to  success,  and  accordingly  with  greater  ability  to  per- 
form his  task  of  co-ordination  with  a  minimum  of  social  waste. 
Our  research  into  business  practices  and  processes,  our  inquiries 
into  the  characteristics  of  our  modern  complex  life,  our  gropings 
for  principles  or  laws  which  will  explain  the  functioning  of  our 
complex  economic  and  social  institutions,  are  to  be  instruments 
of  a  positive  attempt  to  give  our  organizers  an  equipment  which 
will  enable  them  more  efficiently  to  assume  the  position  of  co- 
ordinators in  our  regime  of  exchange  co-operation.  Therein  rests 
a  tremendous  contribution  to  increased  productive  capacity  and 
to  social  welfare. 

Acceptance  of  this  statement  of  the  purposes  of  business  educa- 
tion will  carry  with  it  acceptance  of  the  proposition  that  business 
courses  should,  inter  alia,  seek  to  give  an  understanding  of  the 
functioning  structure  of  modern  industrial  society.     This  is  true 


6  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

not  merely  because  the  interests  of  society  will  be  better  served  by 
so  doing.  It  is  true  also  because  business  success  for  the  individual 
will  be  promoted. 

Of  course,  there  is  important  territory  lying  behind  all  this  in 
the  fact  that  our  modern  speciaHsts,  whether  dentists,  laborers, 
lawyers,  farmers,  or  business  executives,  are  first  of  all  citizens  of  a 
democratic  state  and  their  secondary  school  and  collegiate  training 
must  give  them  an  understanding  of  what  it  means  to  live  together 
in  an  organized  society  and  what  rights,  duties,  and  obligations 
they  have  in  such  a  group.  The  consideration  of  what  is  involved 
in  training  for  citizenship  thus  reinforces  the  suggestion  that  the 
business  executive  needs,  as  a  business  man,  to  understand  his 
social  environment.  The  citizenship  argument  is  well  set  forth 
by  the  commission  of  the  National  Education  Association  on  the 
Reorganization  of  Secondary  Education.  Their  statement  that 
the  main  objectives  of  education  are  (i)  health,  (2)  command  of 
fundamental  processes,  (3)  worthy  home  membership,  (4)  vocation, 
(5)  citizenship,  (6)  worthy  use  of  leisure,  and  (7)  ethical  character, 
may  or  may  not  be  accepted  as  a  satisfactory  statement  of  the  ob- 
jectives of  education,  but  such  a  statement  is  certainly  a  challenge 
to  the  social  sciences  to  step  into  their  proper  place  in  our  educa- 
tional system. 


CHAPTER  III 

THE  PREVIOUS  PROPOSALS  CONCERNING  SOCIAL 
STUDIES  IN  SECONDARY  SCHOOLS 

The  proposals  which  our  various  educational  bodies  have  thus 
Jar  made  concerning  social  studies  in  the  secondary  schools  do  not 
meet  the  needs  of  the  case. 

It  is  not  necessary  for  our  present  purposes  to  cite  any  details 
of  the  admitted  shortcomings  of  our  colleges,  of  our  collegiate 
schools  of  business,  and  even  of  our  graduate  schools  of  social 
sciences  in  giving  students  any  clear  understanding  of  the  structure 
and  operations  of  our  society.  It  will,  however,  give  point  to  the 
later  discussion  if  we  see  how  completely  our  secondary  schools, 
our  "colleges  for  the  common  people,"  have  failed — small  blame 
to  them — in  this  task. 

At  the  risk  of  indulging  in  tiresome  documentation,  let  us 
observe,  in  chronological  order,  the  proposals  made  in  the  last 
generation  by  our  various  authoritative  educational  agencies  with 
respect  to  social  studies  in  our  elementary  and  secondary  schools. 

Beginning  with  the  report  of  the  Madison  Conference  on 
History,  Civil  Government,  and  PoHtical  Economy  made  to  the 
Committee  of  Ten  on  Secondary-School  Studies  of  the  National 
Education  Association  in  1892,  and  set  forth  by  the  Committee 
in  1893,  we  find  this  proposal:^ 

Resolved,  That  the  Conference  adopt  the  following  as  the  program  for  a 
proper  historical  course: 

First  year:  Biography  and  mythology. 

Second  year:  Biography  and  mythology. 

Third  year:  American  history;  and  elements  of  civil  government. 

'  The  Conference  also  set  up  an  alternative  six-year  course,  which  need  not  here 
be  reproduced.  See  United  Stales  Bureau  of  Education,  Report  of  the  Committee  on 
Secondary-School  Studies,  Washington,  1893,  pp.  46-47  and  163-64. 


8  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

Fourth  year:  Greek  and  Roman  history,  with  their  oriental  connec- 
tions. 

(At  this  point  the  pupil  would  naturally  enter  the  high  school.) 

Fifth  year:  French  history  (to  be  so  taught  as  to  elucidate  the  general 

movement  of  medieval  and  modern  history). 
Sixth  year:  EngUsh  history  (to  be  so  taught  as  to  elucidate   the 

general  movement  of  medieval  and  modern  history). 
Seventh  year:  American  history. 

Eighth  year:  A  special  period,  studied  in  an  intensive  manner;   and 
civil  government. 
Resolved,  That  civil  government  in  the  grammar  schools  should  be  taught 
by  oral  lessons,  with  the  use  of  collateral  textbooks,  and  in  connection  with 
United  States  history  and  local  geography. 

Resolved,  That  civil  government  in  the  high  schools  should  be  taught  by 
using  a  textbook  as  a  basis,  with  collateral  reading  and  topical  work,  and 
observation  and  instruction  in  government  of  the  city,  or  town,  and  state  in 
which  the  pupils  live,  and  with  comparisons  between  American  and  foreign 
systems  of  government. 

Resolved,  That  no  formal  instruction  in  political  economy  be  given  in  the 
secondary  schools,  but  that,  in  connection  particularly  with  United  States 
history,  civil  government,  and  commercial  geography,  instruction  be  given  in 
those  economic  topics,  a  knowledge  of  which  is  essential  to  the  understanding 
of  our  economic  life  and  development. 

While  the  Committee  of  Ten  did  not  have  its  recommendations 
follow  precisely  the  report  of  the  Conference,  we  may  in  some  real 
sense  regard  the  foregoing  proposal  as  the  Magna  Carta  of  the 
social  studies  in  our  secondary  schools.  It  speaks  for  itself.  The 
other  social  sciences  are  definitely  to  be  subordinated  to  history, 
and  history  is  to  be  presented  in  a  logical  and  chronological 
sequence.  This  arrangement,  especially  in  view  of  the  kind  of 
history  then  available  for  presentation,  boded  ill  for  the  student's 
appreciation  of  the  society  round  about  him. 

In  1898  the  Committee  of  Seven  of  the  American  Historical 
Association  (appointed  in  1896)  made  a  report  on  The  Study  of 
History  in  Schools^  which,  while  nominally  confined  to  history  and 

I  The  Committee  of  Seven,  The  Study  of  History  in  Schools.  Report  of  the 
American  Historical  Association. 


PREVIOUS  PROPOSALS  9 

government,  in  practice  involved  the  entire  oJBferings  in  social 
science.  While  changes  were  made  in  the  details  of  arrangement/ 
this  Committee  of  Seven  did  not,  upon  the  whole,  go  much  beyond 
the  Madison  Conference  in  its  position  concerning  the  presentation 
of  social  sciences  other  than  history.  While  conceding  that  "in 
any  complete  and  thorough  secondary  course  ....  there  must 
be,  probably,  a  separate  study  of  civil  government,"  they  held 

'  One  member  of  the  committee  presented  a  curriculum  of  historical  study  for 
the  elementary  grades.  Biographies  of  great  men  were  to  occupy  the  third  and 
foiirth  grades  and  this  work  was  to  be  followed  in  the  succeeding  grades  by  (i)  ele- 
mentary ancient  history,  (2)  medieval  and  modern  history,  (3)  English  history, 
(4)  American  history. 

For  the  ordinary  four-year  high-school  course,  the  findings  of  the  committee  were 
as  follows: 

As  a  thorough  and  systematic  course  of  study,  we  recommend  four  years  of  work, 
beginning  with  ancient  history  and  ending  with  American  history.  For  these  four 
years  we  propose  the  division  of  the  general  field  into  four  blocks  or  periods,  and 
recommend  that  they  be  studied  in  the  order  in  which  they  are  here  set  down,  which  in 
large  measure  accords  with  the  natural  order  of  events,  and  shows  the  sequence  of 
historical  facts: 

1.  Ancient  history,  with  special  reference  to  Greek  and  Roman  history,  but  includ- 
ing also  a  short  introductory  study  of  the  more  ancient  nations.    This  period  should 
also  embrace  the  early  Middle  Ages,  and  should  close  with  the  establishment  of  the 
Holy  Roman  Empire  (800),  or  with  the  death  of  Charlemagne  (814),  or  vsith  the  treaty  ' 
of  Verdun  (843). 

2.  Medieval  and  modem  European  history,  from  the  close  of  the  first  period  to 
the  present  time. 

3.  English  history. 

4.  American  history  and  civil  government. 

No  one  of  these  fields  can  be  omitted  without  leaving  serious  laamae  in  the  pupil's 
knowledge  of  history.  Each  department  has  its  special  value  and  teaches  its  special 
lesson;  above  all,  the  study  of  the  whole  field  gives  a  meaning  to  each  portion  that  it 
cannot  have  by  itself. 

If  only  three  years  can  be  devoted  to  historical  work,  three  of  the  periods  outlined 
above  may  be  chosen,  and  one  omitted;  such  omission  seems  to  us  to  be  better  than 
any  condensation  of  the  whole.  But  if  any  teacher  desires  to  compress  two  of  the 
periods  into  a  single  year's  work,  one  of  the  following  plans  may  be  wisely  adopted: 
(i)  Combine  English  and  American  history  in  such  a  manner  that  the  more  important 
principles  wrought  out  in  English  histor>',  and  the  main  facts  of  English  expansion, 
will  be  taught  in  coimection  with  .American  colonial  and  later  pohtical  history. 
(2)  Treat  EngUsh  history  in  such  a  way  as  to  include  the  most  important  elements  of 
medieval  and  modem  European  history. 


lo  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

that  "a  great  deal  of  what  is  called  civil  government  can  best 
be  studied  as  a  part  of  history,"  and  while  the  student  "should 
come  to  a  reaHzation  of  the  nature  of  the  problems  of  the  industrial 
world  about  him"  they  did  not  think  "that  economic  or  social 
facts  should  be  emphasized  at  the  expense  of  governmental  or 
pohtical  facts." 

At  the  1905  meeting  of  the  American  Historical  Association  a 
Committee  of  Eight  was  appointed  to  draw  up  a  program  of  his- 
torical work  for  the  elementary  schools  and  to  consider  other  closely 
allied  topics.  Their  report  (1908),  taken  in  connection  with  the 
work  of  the  Committee  of  Five  of  the  American  Historical  Associa- 
tion (appointed  1907  and  reporting  in  19 10),  marks  no  fundamental 
change  in  the  attitude  of  the  historians,  although  it  does  display 
willingness  to  admit  more  civics  to  the  curriculum,  to  put  more 
emphasis  on  modern  history,  and  to  modify  the  content  of  the 
historical  courses.^ 

'  Significant  passages  from  the  report  of  the  Committee  of  Eight  (Scribner,  1909), 
are  as  follows: 

The  object  of  a  course  in  history  for  the  first  two  grades  is  to  give  the  child  an 
impression  of  primitive  life  and  an  appreciation  of  the  public  holidays.  Indian  life 
affords  the  best  example  of  primitive  customs. 

In  the  third  grade  the  child  is  able  to  read  understandingly,  and  should  be  sup- 
plied with  stories  that  tend  to  develop  a  historical  sense.  The  heroism  of  the  world  is 
drawn  upon.  Public  holidays  should,  however,  receive  the  greatest  consideration 
from  the  teacher. 

The  fourth  grade  should  deal  with  historical  scenes  and  persons  in  American 
history.  This  should  be  carried  on  through  the  fifth  grade  with  constant  correlation 
of  geography,  of  literature,  and  picture  study. 

For  the  sixth  grade,  groups  of  topics  should  be  presented  (though  not  as  organized 
history)  on  those  features  of  ancient  and  medieval  life  which  explain  either  important 
elements  of  our  civilization,  or  which  show  how  the  movement  for  discovery  and 
colonization  originated. 

In  the  seventh  grade  there  should  be  taken  up  the  settlement  and  growth  of  the 
colonies,  with  enough  of  the  European  backgroimd  to  explain  events  in  America 
having  their  causes  in  England  or  Europe.  The  American  Revolution  should  also  be 
considered  in  this  grade. 

The  subject-matter  for  the  eighth  grade  would  include  the  inauguration  of  the 


PREVIOUS  PROPOSALS  li 

In  1908  the  Committee  of  Five  of  the  American  Political 
Science  Association  (appointed  1904-5)  brought  in  a  report'  on 
instruction  in  American  government  in  secondary  schools  which 
looked  definitely  toward  breaking  the  monopoly  of  history.  This 
committee  recommended  ''that  the  discussion  of  the  simple  and 
readily  observable  functions  and  organs  of  local  government  be 
introduced  into  all  the  grades  beginning  not  later  than  the  fifth," 
and  that  the  eighth  grade  should  see  "more  formal  instruction  in 
local,  state,  and  national  government,  using  an  elementary  text 
and  some  reference  books  ....  for  one-half  of  the  eighth  year." 
In  the  high  school  "American  government  should  follow  upon  the 
work  in  history  and  should  be  a  required  study  at  least  five  recita- 
tions per  week  for  one-half  of  the  fourth  year,  or  three  recitations 
per  week  for  that  entire  year." 

new  government,  the  political,  industrial,  and  social  development  of  the  United 
States,  westward  expansion,  and  the  growth  of  the  great  rival  states  of  Europe. 

Elementary  civics  should  permeate  the  entire  school  life  of  the  child.  Civics 
and  history  should,  so  far  as  possible,  be  taught  as  allied  subjects  with  the  emphasis 
at  one  time  upon  history,  and  at  another  time  upon  present  civics.  In  the  later 
grades  the  instruction  in  civics  should  be  fairly  definite  and  formal.  The  time  to  be 
given  it  should  be  at  least  twenty  minutes  a  week  for  a  half-year  in  Grades  V  and  VI; 
forty  minutes  in  Grade  VII  and  sixty  minutes  in  Grade  VIII. 

The  blocks  of  study  proposed  by  the  Committee  of  Five  for  the  secondary  schools 
ran  thus  (see  1910  Report  of  American  Historical  Association,  p.  239): 

1.  Ancient  history  to  800  a.d.  or  thereabouts,  the  events  of  the  last  five  hundred 
years  to  be  passed  over  rapidly. 

2.  English  history,  beginning  with  a  brief  statement  of  England's  connection 
with  the  ancient  world.  The  work  should  trace  the  main  line  of  English  development 
to  about  1760,  include  as  far  as  is  possible  or  convenient  the  chief  facts  of  general 
European  history,  especially  before  the  seventeenth  century,  and  give  something  of 
the  colonial  history  of  America. 

3.  Modern  European  history,  including  such  introductory  matter  concerning 
later  medieval  institutions  and  the  beginnings  of  the  modern  age  as  seems  wise  or 
desirable,  and  giving  a  suitable  treatment  of  EngUsh  history  from  1760. 

4.  American  history  and  government,  arranged  on  such  a  basis  that  some  time 
may  be  secured  for  the  separate  study  of  government.  We  propose  a  possible  division 
of  the  year  which  would  allow  two-fifths  of  the  time  for  such  a  separate  and  distinct 
treatment. 

'  Summarized  in  The  Teaching  of  Government,  p.  23,  Macmillan  (1916). 


12  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

At  its  meeting  in  December,  191 1,  the  American  Political 
Science  Association  appointed  a  Committee  of  Seven  "to  consider 
the  methods  of  teaching  and  studying  government  now  pursued 
in  the  American  schools,  colleges,  and  universities,  and  to  suggest 
means  of  enlarging  and  improving  such  instruction."  The  inquiry 
was  extended  to  elementary  and  secondary  schools  and  reports 
were  made  1913-15,  a  general  statement  being  available  as  a 
Macmillan  publication  (191 6),  The  Teaching  of  Government.  The 
report  (which,  by  the  way,  recognized  the  administrative  reorgani- 
zation which  was  taking  place  in  our  school  system  through  the 
establishment  of  junior  and  senior  high  schools)  advocated  the 
presentation  in  the  first  three  or  four  grades  of  the  elementary 
school  of  "some  of  the  fundamental  civic  virtues  as  applied  to  the 
home,  the  school,  and  the  neighborhood";  in  Grades  IV-VI 
"more  specific  instruction  as  to  local  affairs,  with  emphasis  upon 
some  of  the  functions  which  government  performs";  in  the  junior 
high  school  more  definite  instruction,  using  a  text,  with  "emphasis 
still  upon  functions  but  with  some  attention  to  the  machinery  of 
government — local,  state,  and  national";  in  the  senior  high  school, 
"a  year  of  social  science  (exclusive  of  history)  should  be  given,  of 
which  at  least  a  half-year  shall  be  devoted  to  the  study  of  govern- 
ment, and  four  or  five  hours  per  week  should  be  given  to  this 
subject." 

Meanwhile  the  community  civics  movement  had  been  develop- 
ing. Experimental  work  had  been  carried  on  in  many  quarters 
and  in  191 6  the  Subcommittee  on  Social  Studies  in  Secondary 
Education  made  the  following  report  (see  Bulletin  28,  1916,  Bureau 
of  Education)  to  the  Commission  on  the  Reorganization  of  Sec- 
ondary Education  of  the  National  Education  Association: 

Assuming  that  provision  has  been  made  for  the  social  aspect  of  education 
in  Grades  I- VI  of  the  elementary  school,  the  following  general  plan  of  social 
studies  is  proposed  for  the  years  VII-XII: 


PREVIOUS  PROPOSALS  13 

Junior  Cycle  (Years  VII-IX) 
(Geography,  European  history,  American  history,  civics) 

Geography,  history,  and  civics  are  the  social  studies  that  find  a  proper 
place  in  the  seventh,  eighth,  and  ninth  years.  The  geography  should  be 
closely  correlated  with  the  history  and  civics,  and  should  be  thoroughly 
socialized.  The  history  should  include  European  as  well  as  American  history. 
The  civics  should  be  of  the  "community  civics"  type.'  In  addition,  it  is 
desirable  to  emphasize  the  social  aspects  of  other  studies  such  as  hygiene  or 
other  science,  and  even  arithmetic. 

The  following  alternative  plans  are  suggested;  it  is  not  intended,  however, 
to  preclude  the  possibility  of  other  adjustments  that  local  conditions  may 
require: 

Seventh  year:  (i)  geography — one-half  year;  European  history — one- 
half  year  (these  two  courses  may  be  taught  in  sequence  or  parallel  through  the 
year) ;  civics — ^taught  as  a  phase  of  the  above  and  of  other  subjects,  or  segre- 
gated in  one  or  two  periods  a  week,  or  both.  Or  (2)  European  history — 
one  year;  geography — taught  incidentally  to,  and  as  a  factor  in,  the  history; 
civics — taught  as  a  phase  of  the  above  and  of  other  subjects,  or  segregated  in 
one  or  two  periods  a  week,  or  both. 

'  The  subcommittee  has  given  us  a  rather  full  explanation  of  the  aim  and  content 
of  commimity  civics,  as  follows: 

This  aim  is  analyzed  as  follows:  To  accomplish  its  part  in  training  for  citizen- 
ship, commimity  ci\dcs  should  aim  primarily  to  lead  the  pupil  (i)  to  see  the  importance 
and  significance  of  the  elements  of  commimity  welfare  in  their  relations  to  himself 
and  to  the  communities  of  which  he  is  a  member;  (2)  to  know  the  social  agencies, 
governmental  and  voluntary,  that  exist  to  secure  these  elements  of  commimity  welfare ; 
(3)  to  recognize  his  civic  obhgations,  present  and  future,  and  to  respond  to  them  by 
appropriate  action. 

A  characteristic  feature  of  community  civics  is  that  it  focuses  attention  upon  the 
"elements  of  community  welfare"  rather  than  upon  the  machinery  of  government. 
The  latter  is  discussed  only  in  the  Ught  of  a  prior  study  of  the  "elements  of  welfare," 
and  in  relation  to  them.  The  "elements  of  welfare"  afford  the  organizing  principle 
for  this  new  type  of  civics. 

It  is  suggested  that  the  following  elements  of  welfare  be  studied  as  topics: 
(i)  health;  (2)  protection  of  hfe  and  property;  (3)  recreation;  (4)  education;  (5)  civic 
beauty;  (6)  wealth;  (7)  communication;  (8)  transportation;  (9)  migration;  (10)  chari- 
ties; (11)  correction.  In  addition,  the  course  may  well  include  the  following  topics 
dealing  with  the  mechanism  of  community  agencies:  (12)  how  governmental  agencies 
are  conducted;  (13)  how  governmental  agencies  are  financed;  (14),  how  voluntary 
agencies  are  conducted  and  financed. 


14  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

Eighth  year:  American  history — one-half  year,  civics — one-half  year 
(these  two  courses  may  be  taught  in  sequence  or  parallel  through  the  year) ; 
geography — taught  incidentally  to,  and  as  a  factor  in,  the  above  subjects. 

Ninth  year:  (i)  civics,  continuing  the  civics  of  the  preceding  year,  but 
with  more  emphasis  upon  state,  national,  and  world  aspects — one-half  year; 
civics,  economic  and  vocational  aspects — one-half  year;  history  (much  use 
made  of  history  in  relation  to  the  topics  of  the  above  courses).  Or  (2)  civics 
— economic  and  vocational;  economic  history  (these  two  courses  for  one  year, 
in  sequence  or  parallel). 

Senior  Cycle  (Years  X-XII) 

(European  history,  American  history,  problems  of  democracy — 
social,  economic,  and  pohtical) 

The  Commission  recommends  as  appropriate  to  the  last  three  years  of  the 
secondary  school  the  following  courses: 

1.  European  history  to  approximately  the  end  of  the  seventeenth  century — 
one  year.  This  would  include  ancient  and  oriental  civilization,  English  history 
to  the  end  of  the  period  mentioned,  and  the  period  of  American  exploration. 

2.  European  history  (including  Enghsh  history)  since  approximately  the 
end  of  the  seventeenth  century — one  (or  one-half)  year. 

3.  American  history  since  the  seventeenth  century — one  (or  one-half)  year. 

4.  Problems  of  American  democracy — one  (or  one-half)  year. 

Moved  in  part  by  the  rising  tide  of  community  civics,  the 
American  Historical  Association  appointed  a  Committee  on 
History  and  Education  for  Citizenship  which  made  a  report  in 
December,  1919,  and  1920,  was  reorganized,  and  is  still  at  work 
upon  the  problem.  In  broad  outline  their  report  blocks  out  four 
units,  of  which  two  are  in  Grades  I-VI ;  one  is  in  the  junior  high 
school;  and  one  in  the  senior  high  school.  The  first  unit  is  for 
the  second  grade  and  is  called  "The  Making  of  the  Community." 
It  is  apparently  primarily  a  study  of  Indian  life  and  the  changes 
wrought  by  the  white  man.  The  second  unit  deals  with  "The 
Making  of  the  United  States"  and  runs  as  follows:  third  grade, 
"How  Europeans  Found  Our  Continent  and  What  They  Did  with 
It";    fourth  grade,  "How  EngHshmen  Became  Americans,  1607- 


PREVIOUS  PROPOSALS  1$ 

1783";  fifth  grade,  *'The  United  States,  1783-1877";  sixth  grade, 
"The  United  States  Since  1877"  (half-year),  and  ''How  We  Are 
Governed"  (half-year). 

The  work  for  the  secondary  schools  is  blocked  out  as  follows 
(using  in  the  main  the  phraseology  of  the  report) : 

The  Junior  High  School,  Grades  VII-IX 

"American  History  in  Its  World-Setting."  This  will  constitute  a  third 
unit.  This  work  is  designed  for  the  seventh,  eighth,  and  ninth  grades,  and  is 
divided  as  follows: 

Seventh  grade:  The  world  before  1607  and  the  beginnings  of  American 
history,  including  the  building  of  the  Spanish  Empire  in  the  New  World,  the 
basis  of  the  present  group  of  Latin  American  Republics. 

Eighth  grade:  The  world  since  1607  viewed  in  relation  to  the  evolution  and 
expanding  world-influence  of  the  United  States.  Treatment  is  to  take 
account  of  the  civic  problems  but  to  emphasize  specially  the  economic  and 
social  features  of  our  history  up  to  recent  times. 

Ninth  grade:  Community  and  national  activities.  This  course  combines 
recent  economic  and  social  history  with  commercial  geography  and  civics. 
For  those  pupils  of  the  ninth  grade  who  expect  to  complete  the  senior  high 
school,  the  committee  recommends  as  an  alternative  to  the  above  a  course  in 
the  progress  of  civilization  from  earliest  times  to  about  1650. 

Senior  High  School,  Grades  X-XIl 

"The  Modern  World."  This  fourth  unit  will  consist  of  the  following  year 
courses: 

Tenth  grade:  Progress  toward  world  democracy,  1650  to  the  present. 
This  will  be  a  study  mainly  of  European  history,  but  with  some  attention 
also  to  the  rest  of  the  non-American  world.  The  emphasis  will  be  upon  political 
movements  and  political  reorganizations.  But  the  explanations  of  these  will 
be  sought  in  economic  changes,  in  inventions,  discoveries,  and  social  regroup- 
ings, as  well  as  in  the  leadership  of  great  personages  and  the  influence  of  critical 
or  constructive  ideas. 

Eleventh  grade:  The  preceding  course  will  form  the  background  for  a 
study,  in  the  same  spirit,  of  U^nited  States  history  during  the  national  period, 
with  emphasis  on  lists  of  topics  to  be  selected  for  special  treatment,  and  with 
critical  comparisons  with  institutions  and  with  tendencies  in  other  countries. 

Twelfth  grade:  Social,  economic,  and  political  principles  and  problems. 


l6  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

A  very  interesting  aspect  of  the  work  of  this  committee  is  the 
fact  that  they  assumed  the  task  of  preparing  syllabi,  some  of  which 
have  been  appearing  in  The  Historical  Outlook.  It  is  understood, 
however,  that  they  have  deferred  action  on  the  syllabus  for  the 
twelfth  grade,  in  the  hope  of  securing  co-operation  of  economists, 
poUtical  scientists,  and  sociologists. 

It  is  apparent  that  the  foregoing  statement  is  arranged  with 
reference  to  that  plan  of  school  organization  known  as  the  Junior- 
Senior  High  School  Plan.  This  Committee  of  the  historians  also 
made  recommendations  for  the  orthodox  four-year  high-school 
course  as  follows :  For  the  first  year,  the  course  in  community  and 
national  activities;  for  the  second  year,  the  course  in  modern 
world-history  (except  American) ;  for  the  third  year,  United  States 
history  during  the  national  period;  for  the  fourth  year,  a  course  in 
so-called  problems  of  American  democracy. 

The  committee  regards  all  of  the  foregoing  material  as  an  appro- 
priate minimum  requirement  for  graduation  on  the  part  of  all 
pupils.  They  believe  that  in  addition  there  should  be  elective 
history  courses  in  the  following  fields: 

a)  The  ancient  world  to  about  800  a.d.  This  course  should  be 
so  placed  in  the  program  as  not  to  interfere  with  the  required 
courses  outlined  above. 

h)  A  survey  of  ancient  and  medieval  history  to  approximately 
the  middle  of  the  seventeenth  century.  If  convenient,  this  should 
be  taken  before  the  required  course  in  modern  world-history  of  the 
tenth  grade. 

c)  The  history  of  England  and  the  British  Empire. 

d)  A  course  involving  an  intensive  study  of  local,  state,  or 
regional  history,  or  of  some  particular  period  or  movement  in  the 
history  of  the  Americas. 

e)  A  similar  course  involving  an  intensive  study  of  some  par- 
ticular period  or  movement  in  European  history.     This  might  well 


PREVIOUS  PROPOSALS  1 7 

take  the  form  of  the  study  of  the  background  and  history  of  the 
Great  War. 

/)  An  intensive  study  of  the  recent  history  of  the  Far  East. 

Meanwhile,  the  American  Sociological  Society  entered  the  Hsts. 
At  its  1918  meeting  "a  committee  was  appointed  to  ascertain  the 
present  status  of  the  teaching  of  sociology  in  the  grade  and  high 
schools  of  America  and  to  make  recommendations  for  the  extension 
of  such  teaching."  This  committee  reported  in  19 19,  1920,  and 
1921  and  is  being  continued  for  further  work.  In  its  1920  report, 
this  Committee  looked  with  most  favor  upon  the  proposal  of  the 
Sub-Committee  on  Social  Studies  of  the  National  Education 
Association  Commission  on  Reorganization  of  Secondary  Educa- 
tion, but  it  felt  that  the  concept  "community  civics"  is  much  too 
narrow  and  that  the  term  should  be  abandoned  in  favor  of  "general 
social  science"  which  should  definitely  include  sociology,  economics, 
civics,  and  ethics  fused  after  the  analogy  of  "general  science." 
The  committee  also  argued  for  a  treatment  of  history  in  the  tenth 
grade  which  should  be  "an  outline  survey  of  social  evolution, 
including  prehistoric  times,  which  should  emphasize  the  social  and 
economic  sides,  trace  the  historic  development  of  ideals  and  institu- 
tions, and  reveal  the  soHdarity  of  modern  nations,"  and  which 
should  not  exaggerate  the  relative  significance  of  poHtical  institu- 
tions. In  its  192 1  report,  the  Committee  discussed  what  is  in 
essence  the  plan  presented  on  pages  49-59  of  this  report. 

A  Committee  of  the  American  Economic  Association  also 
reported  at  the  December  meeting,  192 1,  and  secured  leave  to 
print,  as  a  basis  of  discussion  by  members  of  the  Association,  a 
proposed  arrangement  of  secondary  social  studies  which  coincides 
with  the  one  presented  on  pages  49-59. 

An  interesting  outcome  of  the  December,  192 1,  meetings  of  the 
various  social  science  associations  is  the  formation  of  a  joint  com- 


1 8  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

mission  made  up  of  two  members  each  from  the  following  organiza- 
tions: the  American  Historical  Association,  the  American  Eco- 
nomic Association,  the  Association  of  Collegiate  Schools  of  Busi- 
ness, the  American  Sociological  Society,  the  American  Political 
Science  Association,  and  the  National  Council  of  Teachers  of 
Geography.  This  joint  commission  has  been  instructed  to  con- 
tinue the  study  of  the  presentation  of  social  studies  in  the  secondary 
schools. 

A  review  of  these  pronouncements  made  up  to  the  December, 
192 1,  meetings  by  the  leading  organizations  concerned  with  the 
presentation  of  social  studies  in  our  secondary  schools  of  the 
academic  type  justifies  the  following  comments : 

a)  The  grip  of  history  is  strong.  In  the  main,  it  seems  to  have 
been  assumed  that  historical  study  should  be  the  chief  instru- 
mentaUty  for  giving  our  younger  students  an  understanding  of  the 
structure  of  the  present-day  society. 

b)  This  attitude  has  been  challenged  to  some  considerable  extent 
in  recent  years  by  the  community  civics  movement,  and  by  the 
American  PoHtical  Science  Association  and  the  American  Socio- 
logical Society — so  effectively  challenged,  indeed,  that  the  historians 
themselves  show  signs  that  they  appreciate  that  the  monopoly  of 
history  in  secondary  social  studies  is  to  be  broken  and  that  the 
history  which  remains  in  the  curriculum  is  to  be  more  definitely 
pointed  toward  understanding  the  society  of  today. 

c)  The  report  of  the  Subcommittee  of  the  National  Education 
Association  on  Social  Studies  in  Secondary  Education,  more  than 
any  other  report,  displays  a  desire  to  make  the  student  ac- 
quainted with  the  various  aspects  of  the  society  in  which  he  lives. 
But  even  that  report  blocks  out  a  plan  which  is  entirely  inadequate. 
Notwithstanding  its  emphasis  upon  "community,"  "economic," 
and  "vocational"  civics,  sufficient  attention  is  not  given  to  the 
economic  aspects  of  modern  society.  The  document  shows  the 
influence  of  the  historian,  the  political  scientist,  and  the  sociologist, 
but  not  suflSciently  that  of  the  economist.     In  particular  there  is 


PREVIOUS  PROPOSALS  1 9 

a  haphazard  and  inadequate  presentation  of  economic  interests  in 
the  content  of  community  civics.  There  is  a  good  selection  of 
scattered  topics  but  the  student  can  scarcely  secure  a  rounded, 
balanced  view  of  our  modern  society.  Quite  aside  from  the  poor 
balance  in  this  program  of  social  studies,  it  is  inadequate  in  its 
senior  high  school  presentation.  The  senior  high  school  curriculum 
should  bring  to  ripeness  and  maturity  the  earUer  work,  but  this  is 
not  done. 


CHAPTER  IV 

THE  ACTUAL  POSITION  OF  SOCIAL  STUDIES  IN 
SECONDARY  SCHOOLS 

The  actual  position  of  social  studies  in  secondary  schools  falls 
far  short  even  of  the  unsatisfactory  proposals  which  have  been  made. 

The  preceding  section  sketched  the  inadequate  proposals  which 
have  been  made  in  the  secondary-school  social  studies.  The 
question  may  arise,  however,  whether  the  actual  practice  in  our 
schools  is  not  better  than  the  formal  pronouncements  of  our  educa- 
tional organizations.  Not  at  all.  On  a  priori  grounds  it  should  be 
expected  that  these  pronouncements  would  be  in  advance  of  the 
practices,  and  the  expectation  is  fully  justified  by  the  facts.  Here 
and  there  some  progressive  community  or  progressive  teacher  has 
tried  bits  of  promising  experimentation,  but  the  situation  as  a  whole 
shows  that  the  presentation  of  social  studies  is  roughly  along  the 
Hues  of  the  earher  reports  of  the  committees  of  the  American  His- 
torical Association.  The  outstanding  difference  is  that  instead 
of  history  securing  four  years  of  the  high-school  student's  time,  as 
the  historians  originally  desired,  the  pressure  of  other  subjects  in 
the  curriculum  has  reduced  the  average  to  something  over  two 
years.  To  some  extent  economics  and  civics  have  gained  through 
history's  loss,  but  in  the  main  that  loss  has  been  a  loss  for  social 
studies  in  general.  The  truth  of  the  matter  is  that  history  has  not 
been  able  to  command  the  respect  and  approval  of  the  secondary- 
school  constituency  as  an  effective  instrument  for  explaining  the 
society  in  which  we  Hve,  and  the  other  social  sciences  have  not  met 
the  crisis  precipitated  by  the  failure  of  history. 

The  table  opposite,^  although  presenting  data  now  seven 
years  old,  gives  a  general  view  of  the  extent  and  character  of  the 
secondary-school  presentation  of  social  studies  in  the  country  as  a 

^Inglis,  Principles  oj  Secondary  Education,  p.  541. 

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22  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

whole.  It  shows  that,  speaking  generally,  our  secondary-school 
system  depends  for  social-study  training  upon  a  chronological 
study  of  history — ancient,  medieval,  modern,  English — with  a 
fourth-year  top-dressing  of  American  history,  civics,  and  a  little 
economics.  The  offerings  of  ancient  history  are  heavy  in  the 
first  and  second  years;  those  of  medieval  and  modern  European 
history  are  heavy  in  the  second  and  third  years;  those  of  English 
history  in  the  third  year;  and  those  of  American  history,  civics, 
and  economics  are  heavy  only  in  the  fourth  year.  The  full  absurd- 
ity of  such  a  performance  appears  only  when  we  bear  in  mind  that 
the  "average  "  student  who  finishes  the  secondary  course  has  taken  a 
total  of,  say,  two  and  one-half  units  of  social  science,  and  that 
social  studies  of  our  present  order  occur  in  the  curriculum  typically 
at  a  stage  at  which  the  attendance  has  been  greatly  lessened.  The 
actual  position  of  social  studies  in  secondary  schools  falls  far  short 
of  the  unsatisfactory  proposals  which  have  been  made. 

As  a  means  of  checking  these  data,  the  Commission  has  made  a 
detailed  study  of  the  social-science  material  presented  in  1920-21 
for  admission  credits  at  one  of  our  collegiate  schools  of  business, 
the  School  of  Commerce  and  Administration  of  the  University  of 
Chicago.  The  check  is  inadequate  in  that  it  covers  only  one  case. 
It  is  believed,  however,  that  this  case  is  typical  so  far  as  the  Middle 
West  situation  is  concerned.  Certainly  it  cannot  be  argued  that  a 
case  was  chosen  which  would  presumably  provide  a  weak  showing 
in  social-study  training.  Rather  the  reverse.  Notwithstanding  a 
reasonably  wide  geographical  distribution  of  the  students  attending 
this  institution  it  is  a  well-known  fact  that  any  college  located  in  a 
large  city  is  mainly  a  local  institution  and  both  American  history 
and  civics  are  required  in  the  Chicago  public  schools. 

The  Commission  ascertained,  furthermore,  that  the  social- 
study  training  of  students  entering  the  School  of  Commerce  and 
Administration  is  not  particularly  different  from  that  of  students 
entering  other  divisions  of  the  University.  The  most  extreme 
variation  from  the  average  credits  presented  by  the  Freshmen  in 


THE  ACTUAL  POSITION  OF  SOCIAL  STUDIES  23 

the  School  of  Commerce  and  Administration  was  presented  by 
women  in  the  college  of  literature.     The  accompanying  table  shows 


courses,  and  miscellaneous.'     (See  insert.) 

'  In  the  tabulation  the  subject  of  commercial  geography  is  placed  with  the  physical 
sciences.  Since  84  per  cent  of  the  students  offered  no  commercial  geography,  its 
placing  in  the  tabulation  has  no  great  importance. 


D 


3 


SUBJECTS  PRESENTEn  AS  UNITS  OF  AOMISSION  CREDIT  BY  THE  FIRST  150  FRESHMAN  MEN  REGISTERED  IN  THE  SCHOOL  OF  COMMERCE  AND  ADMINISTRATION,  UNIVERSITY  OF  CHICAGO,  FALL  QUARTER,  1920,  STATED  IN 

PERCENTAGES  OF  TOTAL  MEN  PRESENTING  GIVEN  NUMBERS  OF  UNITS 


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THE  ACTUAL  POSITION  OF  SOCIAL  STUDIES 


23 


the  School  of  Commerce  and  Administration  was  presented  by 
women  in  the  college  of  literature.     The  accompanying  table  shows 

SUBJECTS  WHICH  AN  "AVERAGE"  FRESHMAN  PRESENTS 

AT  THE  UNIVERSITY  OF  CHICAGO  AS  UNITS  OF 

ADMISSION  CREDIT 


Subjects 

Men  in  the  School 
of  Commerce  and 
Administration* 

Women  in  the  Col- 
lege of  Literature  t 

Social  science 

Units 

2-53 

.66 

1.89 

2.79 

I-5I 

1-52 

zn 

•59 
•93 

Units 

2.49 

.69 

1.27 

2.32 
2.25 
2.31 
3^28 

•35 
.69 

Biological  science 

Physical  science 

Mathematics 

Classics 

Modern  language 

English 

Commercial  courses 

Miscellaneous 

Total 

15-65 

1565 

*  Computed  by  taking  arithmetic  average  of  the  table  of  subjects  presented  as 
units  of  admission  credit  by  150  Freshman  men  registered  in  the  School  of  Com- 
merce and  Administration,  University  of  Chicago,  fall  quarter,  ig20. 

t  Computed  by  taking  arithmetic  average  of  the  table  of  subjects  presented  as 
units  of  admission  credit  by  150  Freshman  women  registered  in  the  College  of 
Literature,  University  of  Chicago,  fall  quarter,  1920. 

that  even  here  the  variation  was  not  great.  The  women  present 
more  language  work  and  find  opportunity  to  do  so  by  presenting 
less  mathematics  and  science.  The  social  study  credits  of  the 
two  groups  are  substantially  the  same,  the  men  having  2.53  units 
and  the  women  2.49  units. 

Turning  then  to  an  account  of  the  credits  presented  by  entering 
Freshmen  in  this  one  collegiate  school  of  business,  the  data  are 
presented  in  terms  of  the  percentage  of  students  taking  given 
numbers  of  units  of  each  subject,  the  subjects  being  grouped  in 
these  classes,  social  studies,  physical  sciences,  mathematics, 
biological  sciences,  English,  classics,  modern  language,  commercial 
courses,  and  miscellaneous.'     (See  insert.) 

'  In  the  tabulation  the  subject  of  commercial  geography  is  placed  with  the  physical 
sciences.  Since  84  per  cent  of  the  students  offered  no  commercial  geography,  its 
placing  in  the  tabulation  has  no  great  importance. 


24 


SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 


It  is  not  necessary  to  make  extended  comment.  The  situation 
that  exists  in  social  studies  is  ludicrous.  The  "average"  college 
Freshman  of  this  tabulation  presents  about  two  and  one-half  years 
of  work  in  this  field  and  this  is  mainly  history.  Roughly  73  per 
cent  of  them  present  no  economics  and  25  per  cent  present  but 
one-half  of  a  unit;  39  per  cent  present  no  civics  and  59  per  cent 
present  but  one-half  of  a  unit;   the  other  offerings  in  the  field  of 

COMPOSITION  OF  HISTORY  UNITS  PRESENTED  FOR  ADMISSION 
CREDIT  BY  THE  FIRST  150  FRESHMAN  MEN  REGISTERED  IN  THE 
SCHOOL  OF  COMMERCE  AND  ADMINISTRATION,  UNIVERSITY  OF 
CHICAGO,  FALL  QUARTER,  1920,  STATED  IN  PERCENTAGES  OF 
TOTAL  MEN  PRESENTING  GIVEN  NUMBERS  OF  UNITS  IN  EACH 
FIELD 


History 

Total 

Units 

Ancient 

Medie- 
val 

Modem 

United 
SUtes 

English 

Indus- 
trial 

Miscel- 
laneous 

United 
States 

AH 
Others 

0 

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6 

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.66 

56.66 
38 
5-33 

59-33 
38 
2.66 

24 

19-33 

56 

86 
4.66 
9-33 

92 
6 
2 

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2.66 
2.66 
1-33 

24 

19-33 
S6 

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32 
8.66 

2 

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30 
S-33 
4 

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z. 

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OS 

A.. 

.66 

.66 

Note. — Miscellaneous  includes  general  history,  Chinese  history,  current  history, 
naval  history,  etc. 

social  study,  aside  from  history,  are  negligible.  In  other  words, 
speaking  broadly,  we  depend  upon  history,  of  all  the  various 
social  studies,  for  this  particular  intellectual  background  of  our 
entering  Freshmen. 

An  analysis  of  the  history  that  they  present  is  given  in  the 
table  shown  above.  It  throws  an  interesting  light  on  the  nature 
of  the  intellectual  background  of  college  Freshmen  in  the  field 
of  social  studies.  Roughly  one-fourth  of  them  have  had  in  the 
secondary  school  no  formal  instruction  in  the  history  of  their  own 
country  (remember  that  39  per  cent  have  had  no  civics)  and  almost 


THE  ACTUAL  POSITION  OF  SOCIAL  STUDIES  2$ 

another  j&fth  have  had  only  one-half  year  of  such  instruction. 
They  present,  on  the  average,  two-thirds  of  a  unit  of  the  history 
of  their  country  (and  less  than  one- third  of  a  unit  in  civics).  The 
full  significance  of  this  statement  appears  when  it  is  recalled  that  in 
those  colleges  which  do  not  require  United  States  history  it  is,  in 
theory,  possible  that  one-fourth  of  the  college  graduates  might 
have  had  no  instruction  in  the  history  of  our  own  country  except 
that  received  in  the  elementary  schools.  Fortunately,  this  theo- 
retical possibiHty  is  presumably  not  realized.  The  Commission 
has  no  statistical  data  concerning  the  relationship  between  the 
theoretical  possibility  and  the  actuality,  but  on  the  basis  of  general 
observation  it  has  its  misgivings. 

In  the  field  of  ancient  history  these  students  present  almost 
exactly  the  same  quantity  of  work  that  they  offer  in  the  history  of 
their  own  country.  Ancient,  medieval,  modern,  and  EngHsh 
history  combined  take  up  about  85  per  cent  more  space  in  their 
curricula  than  does  United  States  history,  whereas  in  the  field  of 
industrial  history  they  present  about  one-thirteenth  of  the  amount 
of  credit  presented  in  the  field  of  ancient  history  alone,  or  an 
average  of  about  one-twentieth  of  a  unit. 

Bearing  in  mind  the  meager  credits  in  economics,  civics,  and 
commercial  geography,  the  foregoing  analysis  of  the  content  of  the 
history  units  presented  shows  that  these  college  Freshmen  bring 
with  them  a  curious  background  upon  which  the  work  of  the  col- 
legiate school  of  business  is  to  be  painted,  assuming  that  we  regard 
it  one  of  our  tasks  to  give  our  students  an  awareness  of  the  social 
environment  in  which  the  business  administrator  does  his  work. 


CHAPTER  V 

THE  ACTUAL  POSITION  OF  SOCIAL  STUDIES  IN 
SECONDARY  COMMERCIAL  CURRICULA 

Our  secondary  courses  in  business  education  have,  except  for  those 
of  a  handful  of  high  schools  of  commerce,  failed  utterly  to  give  the 
student  an  appreciation  of  the  functio?iing  structure  of  modern  society. 

If  the  curriculum  of  social  studies  in  our  academic  secondary- 
schools  has  been  meager  and  iU  formed,  the  situation  has  been 
much  worse  in  the  case  of  our  business  or  commercial  education 
below  collegiate  grade — \\dth  the  honorable  exception  of  the  work 
done  by  a  few  scattered  high  schools  of  commerce.  The  reasons 
for  this  inadequate  presentation  of  social  studies  are  not  far  to 
seek. 

With  the  rapid  expansion  of  the  size  of  the  business  unit  and 
of  the  area  of  the  market  which  followed  the  introduction  of  power- 
driven  machinery,  there  came  naturally  a  stimulation  of  interest 
in  certain  computing  and  communicating  aids  of  business  adminis- 
tration. The  need  for  training  in  these  fields  was  not  met  by 
our  public-school  system,  partly  because  effective  organization  of 
this  system  dates  only  from  the  1840's,  partly  because  the  period 
of  schooling  was  in  itself  inadequate.  The  fact  that  the  total  num- 
ber of  days'  schooling  for  the  average  American  citizen  who  Hved 
in  1800  was  82  and  for  the  one  who  lived  in  1840  was  208  tells  much 
with  respect  to  the  origin  of  the  so-called  business  college  in  a  time 
when  even  abihty  to  read  was  more  or  less  of  a  luxury.^ 

For  various  reasons,  then,  there  sprang  up  in  the  first  half  of 
the  nineteenth  century  the  private  institutions  now  commonly 
called  "business  colleges"  that  devoted  themselves  to  short,  inten- 

» Similarly,  the  fact  that  the  average  citizen  today  receives  about  1,200  days  of 
schooling  tells  much  with  respect  to  the  possibility  of  enriching  the  curriculum. 

26 


SOCIAL  STUDIES  IN  COMMERCIAL  CURRICULA  27 

sive  instruction  in  penmanship,  keeping  of  books,  stenography, 
and  (later)  typewriting.  These  institutions  met  a  very  real  need; 
they  prospered  tremendously;  their  students  were  provided  with 
an  equipment  which  enabled  them  to  "break  into"  the  business 
world,  and,  under  the  conditions  of  those  days,  frequently  to  rise 
to  positions  of  responsible  management.  Social  studies  bothered 
the  heads  neither  of  the  instructors  nor  of  the  students.  Upon  the 
one  hand,  the  social  aspects  of  business  activities  did  not  seem  so 
significant  as  they  do  today;  upon  the  other  hand,  very  little 
indeed  existed  in  the  way  of  organized  material  in  that  field. 

After  the  Civil  War  came  a  tremendous  expansion  in  many 
fields  of  study.  A  bit  later  came  a  great  development  of  high 
schools — a  development  which  is  indicated  by  the  presence  of 
300,000  pupils  in  1890  and  1,500,000  in  1916.  It  is  not  surprising 
that  the  taxpayers  who  supported  these  secondary  schools  came 
to  feel  that  the  work  of  the  private  business  college  should  be  per- 
formed by  the  public  schools.  It  is  still  less  surprising  that  (i)  in 
the  absence  of  any  efi'ectively  organized  material  in  social  studies 
outside  the  field  of  history-,  (2)  in  the  lack  of  any  very  definite 
connection  between  historical  study  and  the  technique  of  business 
operations,  (3)  in  the  presence  of  what  was  apparently  a  remarkable 
success  of  the  private  business  college,  (4)  in  default  of  any  efi'ective 
leadership  from  any  higher  system  of  business  education,  our 
pubHc-school  system  swallowed — bait,  hook,  sinker,  and  line — the 
program  of  the  private  business  college.  Even  more.  Through 
the  necessities  of  the  case  the  secondar>'-school  system  borrowed 
its  teachers  from  the  private  business  college. 

Extended  discussion  of  the  developments  in  this  field  is  entirely 
unnecessar\-.  The  facts  are  painfully  familiar  to  all.  It  is  worth 
while,  however,  to  document'  the  discussion  by  quoting  from  a 
191 6  report  of  the  University  of  the  State  of  New  York  two  typical 

'  It  seems  best  not  to  rely  upon  general  statements  alone  but  to  give  details  of 
sample  commercial  currioila.  Xew  York's  geographical  and  educational  positions 
led  the  Commission  to  take  the  samples  from  that  state.  It  attaches  no  peculiar 
significance  to  these  particular  samples. 


28  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

(the  word  is  that  of  the  author  of  the  report)  commercial  courses. 
One''  (that  of  the  Albany  High  School)  is  representative  of  the  com- 
mercial courses  of  the  larger  cities.  The  other  is  typical  of  the 
courses  of  the  smaller  high  schools.  The  courses  marked  with  the 
asterisk  include  all  which  can  be  regarded  as  even  remotely  con- 
tributing to  a  knowledge  of  the  functioning  structure  of  modern 
industrial  society. 

COMMERCIAL  COURSES— ALBANY  HIGH  SCHOOL 

First  Year 
Required 

Hours  per  week 

English 4 

Spelling I 

Commercial  arithmetic 25 

*Commercial  geography 2§ 

Elementary  bookkeeping 3 

Business  writing 2 

Biology 5 

Drawing 2 

Music ^ 

Physical  training i 

Second  Year 

Required 

COMMERCIAL  DIVISION:  SECRETARIAL  DIVISION: 

Hours  per  Week  Hours  per  Week 

English 2  English 3 

Typewriting 5  Typewriting 5 

Advanced  bookkeeping       .      .  5  Stenography     ......  5 

Drawing 2  Music i 

Music I  Drawing 2 

Physical  training      .     .     .     .  i  Physical  training i 

Elective 

Stenography 5        Advanced  bookkeeping    .     .      .  S 

Foreign  language      ....     5        Foreign  language S 

Physical  geography  ....     5        Physical  geography    .     .     .      .  S 

*The  course  of  study  for  1921-22  shows  some  minor  variations  from  the  one 
here  presented  but  there  are  no  significant  changes,  as  far  as  our  purposes  are  con- 
cerned. 


SOCIAL  STUDIES  IN  COMMERCIAL  CURRICULA  29 

Third  Year 
Required 

COMMERCIAL  DIVISION:  SECRETARIAL  DIVISION: 

Hours  per  Week  Hours  per  Week 

English 3        English 3 


Algebra 

*History  of  commerce 
Elements  of  accounting 
Business  mathematics 


5        Algebra 5 

3  *History  of  commerce        ...  3 

3         Stenography  2 5 

3  Manual    training    or    domestic 

Manual   training   or   domestic                 science i 

science i 

Elective 

Hours  per  Week  Hours  per  Week 

Stenography  i  or  2  .     .     .     .  5  Foreign  language S 

Foreign  language      ....  5  Plane  geometry 5 

Plane  geometry 5  Science 5 

Science 5 

Fourth  Year 
Required 

COMMERCIAL  DIVISION:  SECRETARIAL  DIVISION: 

Hours  per  Week  Hours  per  Week 

EngUsh 3        English 3 

*American  history      ....  5       *American  history 5 

*Commercial  law        ....  3       *Commercial  law 3 

*Economics 2  Secretarial  practice     ....  3 

*Business  organization    ...  3 

Elective 

Foreign  language      ....     5       *Economics 2 

Science 5       *Business  organization       ...  3 

Foreign  language 5 

Science 5 

TYPICAL  COIMMERCIAL  COURSE  IN  THE  SM.\LLER  HIGH 
SCHOOLS  OF  NEW  YORK  STATE 

First  Year  Second  Year 

Hours  per  Week  Hours  per  week 

Enghsh 4        English 3 

Algebra 5        Commercial  arithmetic     .      .      .2^ 

Biology 5       *Commercial  geography     .      .     .     2^ 

Elementary  bookkeeping     .     .     3        Typewriting 2^ 

Business  writing       ....     2        Electives' 7§ 

'  If  a  foreign  language  is  elected  in  the  second  year,  it  should  be  continued  for 
three  years. 


so  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

Third  Year  Fourth  Year 

Hours  per  Week  Hours  per  Week 

English 3        Commercial  English  and  corre- 

English  or  modern  history  .     .     3  spondence 3 

Advanced  bookkeeping'      .     .     5       *American  history  with  civics       .  5 

Electives^ 7I     *Commercial  law' 23 

*Economics' 2 

Shorthands 5 

Electives 5 

These  typical  New  York  commercial  courses,  with  their  pitiful 
offerings  of  coherent  instruction  in  the  structure  and  functioning 
of  our  society,  and  with  what  they  do  offer  coming  mainly  in  their 
fourth  year  when  they  have  lost  perhaps  two-thirds  of  the  students 
who  entered  as  Freshmen,  are  quite  up  to  the  standard  of  the 
country  as  a  whole.  In  an  investigation  made  in  191 7  a  ques- 
tionnaire was  sent  to  every  high  school  Hsted  as  having  over  two 
hundred  pupils  in  commercial  courses,  and  to  a  selected  group  of 
high  schools  having  150  to  200  such  students.  This  investigation 
established  conclusively  "that  the  high-school  four-year  commercial 
course  is  still  dominated  by  heredity.  It  is  still  in  the  grip  of  its 
inheritance  from  the  business  colleges  from  which  it  so  largely 
sprang."  In  the  curricula  of  the  "short  courses  [which  were  offered 
by  41  per  cent  of  the  schools  replying  to  this  questionnaire]  sten- 
ography, typewriting,  and  bookkeeping  predominate.  Enghsh, 
sometimes  business  Enghsh,  penmanship,  commercial  arithmetic, 
and  an  elementary  science  are  not  infrequently  included.  Typi- 
cally, however,  the  curricula  are  prima  facie  clerk  mills,  masquer- 
ading under  the  deluding  name  of  commercial  courses."'* 

*  Optional  for  pupils  electing  shorthand. 

*  Shorthand  i  is  included  among  electives  for  the  third  year. 

3  Required  for  pupils  electing  Shorthand  i  in  third  year. 

<  See  Leverett  S.  Lyon,  A  Survey  of  Commercial  Education  in  the  Public  High 
Schools  of  the  United  States,  Department  of  Education,  University  of  Chicago  (1919). 


SOCIAL  STUDIES  IN  COMMERCIAL  CURRICULA  31 

Even  yet  the  full  story  has  not  been  told.  There  has  been 
brought  into  existence,  by  federal  legislation,  a  powerful  instru- 
mentality which  apparently  plans  to  throw  its  weight  against 
an  adequate  presentation  of  the  social  aspects  of  business  activity. 
This  Federal  Board  for  Vocational  Education  has  certain  aspects  of 
commercial  education  among  its  other  responsibilities,  and  for  all 
its  responsibilities  it  has  available  $7,000,000  a  year  which  will  pre- 
sumably be  duplicated  by  other  contributions  from  the  states.  The 
power  of  such  an  agency  will  be  very  great,  not  only  because  of  its 
strategic  position  as  the  national  agency  responsible  for  such  work, 
but  also  because  of  the  power  of  the  purse.  While  its  entire  purse 
is  by  no  means  available  for  commercial  education,  the  total  is  avail- 
•able  for  the  support  of  the  ideas  for  which  the  hoard  stands  sponsor  in 
vocational  education,  and  must  therefore  be  reckoned  with,  for  pur- 
poses of  the  present  discussion.  In  its  Bulletin  J4,  issued  in  June, 
191 9,  this  agency,  recognizing  the  oncoming  reorganization  in  the 
administrative  aspects  of  elementary-  and  secondary-school  edu- 
cation, set  forth  the  following  as  its  analysis  of  the  appropriate 
secondary-school  business  course.  The  asterisk  again  indicates 
all  courses  even  remotely  contributing  to  a  knowledge  of  social 
relationships. 

JUNIOR  HIGH  SCHOOL  COMMERCIAL  COURSE 

Seventh  Year 

Periods 

English 5 

Arithmetic,  including  rapid  calculation 4 

Business  writing  (20  minutes  daily). 

Geography,  largely  place  geography  with  commercial  applications     .     .  5 

*History,  commercial  and  industrial 5 

Physical  training 2 

Physiology  and  hygiene i 

Manual  training  (boys) 4 

Household  arts  (girls) 4 


32  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

Eighth  Year 

Periods 

English 5 

Business  arithmetic,  including  rapid  calculation  (20  minutes  daily)   . 


Business  writing  (20  minutes  daily) J 

*Commercial  geography,  elementary  character 5 

*History  and  citizenship 3 

TjTpewriting 5 

First  lessons  in  business S 

Manual  training  (boys) 4 

Domestic  arts  (girls) 4 

Physical  training 2 

Ninth  Year 
(or  first  year  of  four-year  high  school) 

English,  special  emphasis  on  commercial  needs S 

Bookkeeping,  business  practice,  and  business  writing: 

With  home  work S 

Without  home  work 10 

Typewriting  (no  home  work) S 

General  science S 

Commercial  mathematics  (no  home  work) S 

Physical  training 2 

SENIOR  HIGH  SCHOOL  COMMERCIAL  COURSE 

Tenth  Year 

(or  second  year  of  a  four-year  high  school) 

Required 

Hours  per  Week 

English 5 

*Commercial  geography  (including  physical  geography,  local  industries, 

and  commercial  products) 5 

Commercial  II  (intermediate  bookkeeping  and  business  practice)      .     .  S 

Eleciives  (choose  one) 

Shorthand 5 

Foreign  language  (preferably  Spanish) 5 

*History S 

Typewriting  (must  be  taken  if  shorthand  is  elected.     May  be  taken  as 

an  extra  subject  without  shorthand;  unprepared) S 


SOCIAL  STUDIES  IN  COMMERCIAL  CURRICULA  33 

Eleventh  Year' 
(or  third  year  of  a  four-year  high  school) 

Required 

English S 

Physics  or  chemistry 7 

Office  practice 3 

Advanced  bookkeeping 5 

Electives  (choose  one) 

Foreign  language 5 

*History S 

Twelfth  Year' 
(or  fourth  year  of  a  four-year  high  school) 

Required 

Commercial  English  (including  business  correspondence,  public  speak- 
ing, sales  talk,  etc.) 5 

*Advanced  American  history  with  civics 5 

*Commercial  law  (first  semester) 1 

*Economics  (second  semester) J 

Advertising,  salesmanship,  and  business  organization 5 

Principles  of  accounting 5 

Experience  in  business  offices  alternate  weeks  this  year. 

This  statement  speaks  for  itself.  It  has  been  drawn  with  the 
idea  of  having  the  whole  curriculum  divided  into  year  units  and 
then  presenting  in  each  year  material  which  will  prepare  the  boys 
and  girls  who  drop  out  at  the  end  of  that  year  for  the  positions 
open  to  young  people  of  that  age.  The  idea  is  admirable,  but  its 
execution  is  not  so  praiseworthy.  The  execution  reveals  too  clearly 
an  inheritance  from  the  days  of  the  narrow  technical  training  of 
the  private  business  college.  It  exposes  an  unawareness  of  the 
significance  of  social  relationships  both  in  business  activity  and 
in  the  other  aspects  of  the  daily  Hfe  of  these  young  citizens. 

'  For  the  eleventh  and  twelfth  years  only  the  program  advocated  for  the  general 
business  and  accounting  course  is  here  reproduced.  Corresponding  curricula  are 
suggested  by  the  board  for  stenographic,  secretarial,  and  reporting  work;  for  retail 
selling;  and  for  foreign  trade  and  shipping. 


34  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

If  such  a  program  were  to  become  generally  adopted  the  conse- 
quence would  be  that  perhaps  one-fourth  of  all  our  school  children 
who  work  in  the  seventh  grade  and  above  would  go  out  to  be 
citizens  in  this  democracy  with  the  following  required  formal 
instruction  in  the  rights,  duties,  and  obligations  of  citizenship. 

Seventh  year:    Commercial  and  industrial  history  ...     $  hours 

Eighth  year:      History  and  citizenship 3  hours 

Ninth  year:  Nothing 
Tenth  year:  Nothing 
Eleventh  year:  Nothing 

Twelfth  year:    Advanced  American  history,  with  civics     .     S  hours 
Economics  and  commercial  law  ....     5  hours 

The  outlook  that  makes  such  a  program  possible'  holds  forth 
little  hope  that  the  situation  will  be  saved  by  the  technical  subjects 
being  impregnated  with  social  material,  or  by  a  wise  use  of  electives. 

It  is  not  a  sufficient  answer  to  this  criticism  to  say  that  the 
important  thing  is  for  the  boys  and  girls  to  be  able  to  make  a  living 
and  that  therefore  all  other  considerations  must  yield  to  the  presen- 
tation of  technical  subjects.  Such  an  answer  beclouds  the  whole 
issue.  May  it  not  be  that  the  technical  subjects  can  be  even 
better  presented  in  connection  with  a  presentation  of  the  outstand- 
ing aspects  of  business  activity  and  of  our  industrial  society?  If 
this  is  not  possible,  perhaps  American  democracy  might  better  pay 
the  price  of  assistance  for  longer  continuance  in  school  rather  than 
pay  the  price  of  having  masses  of  citizens  unaware  of  how  our  society 
is  put  together.  Even  in  the  range  of  business  activity,  let  it  be 
remembered  that  productive  capacity  depends  upon  our  business 
men  having  competence  in  social  relationships  as  well  as  in  tech- 
nical matters.  Democracy  cannot,  as  a  long-run  story,  support  a 
plan  for  an  educational  system  devoted  primarily  to  the  production 
of  clerical  and  other  routine  help. 

'  It  is  only  fair  to  add  that  there  are  now  fairly  distinct  signs  that  the  board  is 
taking  a  wider  view  of  the  matter. 


SOCIAL  STUDIES  IN  COMMERCIAL  CURRICULA  35 

Let  US  not  deceive  ourselves  concerning  the  importance  of  this 
matter.  We  must  recognize  that,  for  better  or  for  worse,  the  bulk 
of  the  training  for  business  which  will  be  done  in  this  country  in 
our  generation  will  be  done  by  the  secondary  schools.  Notwith- 
standing the  rapid  growth  of  our  institutions  of  higher  education, 
it  still  remains  true  that  for  some  time  to  come  a  relatively  small 
proportion  of  our  people  will  receive  a  college  education,  and  that 
the  secondary  school  is  to  remain  the  "college  for  the  common 
man."  In  view  of  this  fact,  it  is  important  to  note  the  extent  to 
which  these  ''colleges  for  the  common  people"  are  devoting  them- 
selves to  business  subjects.  Mr.  F.  V.  Thompson,  writing  in  the 
Report  of  the  Commissio7ier  of  Education  for  iQij,  points  out  that 
"commercial  pupils  constitute  at  least  one-fourth  of  all  high-school 
pupils,  ten  times  as  many  as  there  are  agricultural  students,  five 
times  as  many  as  there  are  students  of  domestic  arts,  and  nearly 
twice  as  many  as  are  found  in  all  our  higher  educational  institu- 
tions," and  these  figures  do  not  include  "perhaps  one  hundred 
thousand  who  were  not  tabulated  in  the  returns  to  the  Commis- 
sioner of  Education." 

Even  if  we  were  not  facing  a  reorganization  of  our  elementary- 
and  secondary-school  systems,  surely  few  of  us  would  rest  content 
with  a  scheme  of  secondary  business  education  which  trains  pri- 
marily in  routine  technique.  As  a  social  investment,  we  cannot 
afford  to  have  the  training  so  narrow.  We  must  have  a  system  of 
training  which  will  give  our  future  managers  a  real  appreciation  of 
the  social  en\dronment  in  which  they  will  operate,  and  an  under- 
standing of  business  from  the  functional  point  of  view. 

This  attitude  is  the  more  incumbent  upon  us  in  view  of  the  edu- 
cational reorganization  which  we  face.  If  the  seventh  and  eighth 
grades  are  to  be  taken  away  from  the  elementary  school  and  given 
over  to  the  junior  high  school,  surely  these  years  must  in  a  democ- 
racy be  saved  for  better  training  in  social  studies,  and  not  devoted  to 
an  earlier  beginning  of  specialization  for  which  the  child  is  fitted 


36  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

neither  in  terms  of  his  mental  development,  nor  in  terms  of  his 
understanding  of  the  society  in  which  his  specialization  is  to  occur. 
This  would  be  our  attitude,  no  matter  what  professional  interest 
we  represented.  Much  more  must  it  be  our  attitude  when  we 
represent  a  professional  interest  which  regards  it  essential  that  our 
students  should  secure  an  understanding  of  the  functioning  struc- 
ture of  our  society. 


CHAPTER  VI 

WHAT  THE  COLLEGIATE  SCHOOLS  OF  BUSINESS 
DO  BY  WAY  OF  CORRELATION^ 

The  collegiate  school  of  business  curricula,  taken  as  a  whole, 
have  not  provided  well-balanced  required  instruction  in  social  studies, 
and  they  have  done  little  to  correlate  effectively  their  work  with  that  of 
the  secondary  schools. 

The  preceding  chapters  have  shown  the  present  status,  actual 
and  proposed,  of  the  social  studies  in  the  secondary  curriculum. 
What,  now,  are  our  collegiate  schools  of  business  doing  by  way 
of  correlation  with  the  secondary  schools,  and  particularly  what 
are  they  doing  in  the  field  of  social  studies  ? 

Of  course,  the  best  cases  for  the  study  of  this  correlation  are  to 
be  found  in  those  collegiate  schools  of  business  which  administer 
directly  the  curricula  of  entering  Freshmen,  and  the  Commission 
has  chosen  to  confine  its  study  to  such  of  these  schools  as  are  also 
members  of  the  Association  of  Collegiate  Schools  of  Business. 
The  table  given  on  page  38  shows  what  subjects  are  specifically 
required  for  entrance^  to  these  colleges  and  the  one  on  page  39, 
the  subjects  that  are  required  during  the  first  two  years.^  It  is 
readily  apparent  that  there  is  not  a  heavy  entrance  requirement 
in  the  social  studies  and  the  requirement  is,  more  frequently  than 
not,  stated  simply  as  ''history."  Of  course,  more  social  science 
may  be  presented  in  the  elective  units. 

It  is  readily  apparent,  too,  that  the  social-science  requirements 
of  these  institutions  in  the  first  two  years  of  college  are  not  drawn 

'A  full  discussion  of  the  collegiate  curriculum  is  not  here  attempted.  The 
Commission  asks  that  it  be  continued  and  mstructed  to  study  this  phase  of  the  matter 
further. 

*  The  Commission  recognizes  the  liability  to  minor  errors  in  interpreting  catalogue 
statements.  The  figiues  have  been  carefully  checked,  however,  and  are  believed 
to  represent  the  situation  correctly,  at  least  in  the  main. 

37 

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40  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

with  any  marked  indication  that  the  college  is  largely  concerned 
with  giving  the  student  any  well-rounded  view  of  what  it  means  to 
live  together  in  organized  society.  Since  the  collegiate  school  of 
business  has  in  most  cases  been  developed  either  directly  by  depart- 
ments of  economics  or  with  strong  affiliations  with  such  depart- 
ments, and  since  economics  furnishes  much  valuable  background 
for  training  in  business  administration,  it  is  to  be  expected  that 
our  collegiate  business  curricula  should  be  strong  in  this  phase  of 
social  studies.  This  expectation  is  fulfilled.  There  is  always  a 
requirement  of  work  in  economics.  Taking  the  social  sciences  as 
a  whole,  however,  the  requirements  look  more  like  compromises 
resulting  from  jealousies  of  specialized  departments  than  like 
a  well-planned  attempt  to  instruct  in  business  administration  in 
terms  of  the  social  environment  of  the  business  manager.  There 
are  scattering  requirements  in  history,  economic  history,  govern- 
ment, psychology,  and  geography,  but  the  tables  show  clearly 
that  the  presentation,  in  adequate  terms,  of  the  social  environment 
of  the  present-day  citizen  and  manager  is  a  matter  upon  which 
there  has  been  no  agreement  and  perhaps  no  very  large  body  of 
constructive  thinking. 

If  one  studies  specifically  the  amount  of  correlation  which  is 
carried  out  between  these  collegiate  schools  of  business  and  their 
secondary  schools,  whether  in  the  field  of  social  science  or  in  any 
other  field,  the  conclusion  is  unavoidable  that  little  has  been 
accomplished.  It  may,  of  course,  be  said  with  entire  propriety 
that  a  vague  sort  of  correlation  occurs  when  certain  subjects  are 
required  in  high  school  and  certain  other  subjects  are  required 
in  college.  Furthermore,  a  more  definite  kind  of  correlation  takes 
place  when  the  student  carries  in  college  more  advanced  English,  or 
mathematics,  or  foreign  language,  or  (in  some  cases)  science  than 
he  had  in  the  secondary  school.  There  seem  to  be,  however,  very 
few  cases  where  anything  like  a  comprehensive  view  has  been 
taken  of  the  whole  academic  career  (secondary  and  collegiate) 
of  the  student  with  the  aim  of  moving  on  smoothly  to  definite 


CORRELATION  IN  COLLEGIATE  SCHOOLS  41 

attainments  in  a  balanced  training  for  business.  If  there  be  any- 
one who  would  challenge  this  statement,  he  would  certainly  grant 
that  thinking  in  this  field  has  not  progressed  sufficiently  for  there 
to  be  any  considerable  agreement  upon  any  one  plan  of  securing 
a  correlated  secondary  and  collegiate  curriculum. 

Two  of  these  institutions,  the  University  of  California  and  the 
University  of  Chicago,  have  indeed  gone  a  considerable  distance 
in  linking  the  secondary  program  with  that  of  the  college.  At  the 
University  of  California  the  work  of  the  first  two  years  is  planned 
to  supplement  that  of  the  secondary  school  in  laying  the  foundation 
of  a  liberal  education,  and  at  the  same  time  includes  some  work 
introductory  to  the  technical  and  more  highly  specialized  work 
required  for  graduation.  Students  are  admitted  from  the  four- 
year  high  school  and  in  high  school  or  college  they  must  acquire 
the  ability  to  pass  an  examination  in  English  expression,  and  one 
designed  to  test  their  ability  to  read  one  of  the  following  languages: 
Greek,  Latin,  German,  French,  Spanish,  or  Italian.  They  must, 
furthermore,  carry  work  in  history  or  political  science,  6  units;* 
geography,  7  units;  other  sciences,  9  units;  algebra,  plane  trigo- 
nometry, and  mathematical  theory  of  investment,  9  units;  and  eco- 
nomics, 6  units.  The  courses  in  science  and  the  courses  in  algebra 
and  plane  trigonometry  may  be  taken  in  high  school.  The  speci- 
fied work  in  history,  political  science,  geography,  economics,  and  in 
the  mathematical  theory  of  investment  must  be  taken  in  college. 

At  the  University  of  Chicago  the  graduate  from  an  approved 
four-year  high  school  (excluding  those  securing  low  grades)  is 
admitted  provided  he  presents  3  units  in  English;  3  or  more  units 
in  some  one  group  (languages,  social  science,  mathematics,  science) ; 
2  or  more  units  in  some  other  group ;  and  10  (total)  units  in  orUwdox 
academic  subjects.  He  must  then  carry  in  college  during  his  first 
two  years  English,  6  semester  hours;  a  continuation  of  some  admis- 
sion  subject   (generally   social   science)    9   semester    hours;    and 

*  The  term  "unit"  here  means  one  hour  of  recitation  or  lecture  per  week  for  one- 
half  year. 


42  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

must  secure  a  total  of  high-school  and  college  credit  of  at  least 
2  units  or  12  semester  hours  in  each  of  the  following:  (i)  social 
science;  (2)  language  other  than  EngHsh;  (3)  mathematics; 
(4)  science.  There  is,  too,  a  general  hypothesis  concerning  appro- 
priate courses  for  the  remaining  two  years  of  college  work. 

Presumably,  however,  these  two  institutions  would  be  the 
first  to  agree  that  they  have  made  but  a  beginning  in  the  correlation 
of  secondary  and  collegiate  work.  At  the  most,  they  could  only 
allege  that  the  correlation  which  they  have  brought  about  has  been 
in  terms  of  subjects  as  they  are  and  not  in  terms  of  what  they 
should  be. 

The  foregoing  statements  in  this  section  of  the  report  have 
applied  to  those  members  of  our  Association  who  control  the 
curricula  of  Freshmen.  A  survey  of  the  requirements  of  those 
who  require  one  or  more  years  of  college  work  before  entrance  to 
the  collegiate  school  of  business  does  not  cause  any  significant 
modification  of  these  statements.  Such  correlation  as  these  latter 
institutions  secure  between  the  secondary  school  and  the  college 
is  worked  out  through  the  requirements  of  the  college  of  liberal 
arts,  modified  in  some  cases  by  the  requirements  of  the  pre- 
commerce  course.  As  in  the  cases  of  the  collegiate  schools  of 
business  who  control  the  curricula  of  the  Freshmen,  there  are 
requirements  in  abundance,  but  there  is  little  correlation  of  any 
very  advanced  type,  and,  in  particular,  there  is  little  evidence  of  a 
definite  plan  to  give  the  citizen-business-administrator  a  coherent 
view  of  the  society  in  which  he  lives.  Probably  the  most  ambitious 
plan  in  this  latter  respect  is  the  Freshman  course  in  Contemporary 
Civilization  at  Columbia  University. 

By  way  of  summary  of  this  part  of  the  report  there  continually 
came  before  the  minds  of  the  members  of  the  Commission  such 
questions  as  these:  How  many  of  us  really  believe  business  educa- 
tion can  be  conducted  as  a  coherent  whole  ?  Are  our  business  cur- 
ricula worked  out  in  terms  of  fundamentals,  or  are  they  what  could 


CORRELATION  IN  COLLEGIATE  SCHOOLS  43 

be  secured  from  an  Arts  faculty,  or  are  they  collections  of  ''  courses 
on  business  subjects"?  Can  correlation  between  secondary 
school  and  the  collegiate  school  of  business  be  brought  about  until 
there  is  some  fairly  generally  accepted  hypothesis  concerning  what 
would  be  involved  in  an  organic  business  training?  In  this 
matter  are  not  the  social  studies  on  precisely  the  same  basis  as  all 
others  ? 


CHAPTER  VII 

THE  ADMINISTRATIVE  REORGANIZATION  OF 
OUR  SCHOOL  SYSTEM 

The  administrative  reorganization  of  the  elementary-  and  secondary- 
school  systems  has  a  significant  hearing  upon  secondary  social-science 
studies  in  relationship  both  to  general  education  and  to  business  educa- 
tion. It  raises  also  problems  of  correlation  of  the  secondary-school 
system  with  collegiate  and  professional  school  work. 

Enough  has  been  said  to  make  it  reasonably  clear,  first,  that 
the  situation  with  respect  to  social  studies  is  far  from  satisfactory 
in  our  educational  institutions,  second,  that  the  whole  matter  is 
now  under  serious  consideration  and  that  modifications  are  prac- 
tically certain  to  occur.  But  it  is  not  merely  the  social  studies 
which  are  in  the  melting-pot.  Other  studies  are  there  also.  There 
also  will  be  found  the  whole  scheme  of  organization  of  our  American 
educational  system. 

This  is  not  an  appropriate  occasion  for  a  review  of  the  history 
of  our  educational  system.  For  a  variety  of  causes  that  system 
has  taken  a  form  which  may  be  described  as  an  end-to-end  joining 
of  an  eight-year  elementary  school,  a  four-year  secondary  school, 
a  four-year  college  course  (frequently  shortened  when  taken  in 
connection  with  a  professional  course),  and  the  professional  school. 
For  a  variety  of  reasons  this  organization  is  under  criticism,  and 
has  indeed  been  under  criticism  from  the  time  of  President  Eliot's 
attacks  upon  it  in  the  late  eighties  and  early  nineties.  The  out- 
standing aspects  of  that  criticism  for  our  purposes  are  these : 

a)  With  the  lengthening  of  the  average  period  of  school  attend- 
ance per  year,  a  six-year  elementary  course  is  sufficient.  Its  con- 
tinuation as  an  eight-year  program  has  meant  an  undue  and  ineffec- 
tive inflation  of  the  elementary  subjects  in  order  to  occupy  the 
time  available.     The  result  has  been  formahstic  presentation  of 

44 


ADMINISTRATIVE  REORGANIZATION  45 

subjects,  wasted  time  in  the  educational  process,  intellectual  nausea 
on  the  part  of  its  recipients,  and  wholesale  desertion  by  the  students 
in  later  years  over  and  above  any  amounts  justified  by  the  eco- 
nomic situation  of  the  families  concerned.  As  has  been  pointed 
out  by  the  Commission  of  the  Reorganization  of  Secondary  Educa- 
tion, "At  present  only  about  one- third  of  the  pupils  who  enter  the 
first  year  of  the  elementary  school  reach  the  four-year  high  school, 
and  only  about  one  in  nine  is  graduated.  Of  those  who  enter  the 
seventh  school  year,  only  one-half  to  two-thirds  reach  the  first 
year  of  the  four-year  high  school.  Of  those  who  enter  the  four- 
year  high  school,  about  one-third  leave  before  the  beginning  of  the 
second  year,  about  one-half  are  gone  before  the  beginning  of  the 
third  year,  and  fewer  than  one-third  are  graduated.  These  facts 
can  no  longer  be  safely  ignored."^ 

b)  With  the  increasing  complexity  of  our  social  organization, 
the  increasing  range  of  our  intellectual  pursuits,  and  the  increasing 
intensity  of  modern  Hfe,  the  high  schools — those  colleges  of  the 
common  people — have  looked  with  longing  eyes  upon  the  seventh 
and  eighth  grades  which  are  largely  wasted  under  our  present 
system,  and  in  some  cases  have  coveted  the  first  two  years  of  college 
work.^  The  pressure  of  the  high-school  curriculum  upon  the  time 
available  in  the  ordinary  four-year  course  is  shown  by  the  fact 
that  the  average  high  school  in  the  territory  of  the  North  Central 
Association  offers  more  than  twice  as  many  units  of  work  as  are 
required  for  graduation,  and  the  larger  schools  offer  from  three  to 
four  times  as  many.  School  administrators,  laboring  under  such 
pressure,  are  not  likely  to  be  patient  with  wasted  opportunities  in 
the  earlier  grades. 

c)  It  is  contended  that  an  arrangement  of  work  which  termi- 
nated the  elementary  school  at  the  end  of  six  years,  and  followed 

'  The  percentages  of  the  whole  number  of  students  enrolled  in  each  grade  of  our 
educational  system  run  about  as  follows:  elementary,  91.03  per  cent;  secondary, 
7.13  per  cent;  higher,  1.84  per  cent. 

'  The  junior-college  movement  is  a  far  more  significant  aspect  of  the  general 
problem  imder  discussion  than  this  brief  mention  would  indicate. 


46  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

that  by  a  three-year  junior  high  school,  and  then  set  up  a  three- 
year  senior  high  school,  would  be  more  in  accord  with  the  psycho- 
logical development  of  the  child  than  is  the  present  arrangement. 
While  this  is  disputed  territory,  the  Commission  on  the  Reorganiza- 
tion of  Secondary  Education  appointed  by  the  National  Education 
Association,  after  a  thorough  investigation  of  the  whole  situation 
definitely  recommends  the  reorganization  of  the  school  system  on 
the  6-3-3  basis. 

d)  The  present  arrangement  is  particularly  under  fire  from  the 
professional  schools.  They  contend  that  both  from  the  point  of 
view  of  the  welfare  of  the  individual  and  from  the  point  of  view  of 
society's  interest  in  the  case  people  should  begin  their  professional 
training  at  least  two  years  earHer.  In  some  cases  this  elimination 
of  the  two  years  has  taken  the  form  of  ehmination  by  the  ax.^  It 
is  today  quite  a  common  occurrence  for  the  professional  school  to 
reach  back  to  the  end  of  the  Sophomore  year  in  college  without 
any  particular  reference  to  the  training  that  has  occurred  up  to 
that  time,  except  for  a  few  specific  requirements.  If  this  reaching 
back  is  to  occur — and  it  clearly  is — it  is  much  better  to  have  it 
occur  on  the  basis  of  a  reorganization  of  the  preceding  work  on 
sound  educational  principles,  rather  than  on  the  basis  of  the  weight 
and  keenness  of  the  ax. 

e)  European  experience  is  also  cited  in  criticism  of  our  old 
scheme  of  organization.  This  requires  no  comment.  It  is  true 
that  our  system  stands  alone. 

As  has  been  intimated,  the  first  clear  plea  for  a  comprehensive 
reorganization  was  voiced  by  President  Eliot  in  the  late  eighties 
and  early  nineties.  Within  the  last  ten  years  the  movement  has 
been  given  great  impetus.  In  the  form  of  the  so-called  6-3-3  or 
6-6   arrangement,   it  has  been   definitely  recommended  by   the 

'  From  one  point  of  view,  this  is  hardly  a  fair  statement  of  the  case.  Frequently 
what  has  happened  is  that  two  years  of  college  work  have  been  made  a  prerequisite 
where  formerly  only  high-school  graduation  was  required.  The  statement  as  it  stands 
is,  however,  worth  retaining  if  it  aids  in  making  it  clear  that  the  professional  schools 
are,  in  the  main,  of  the  opinion  that  our  educational  system  must  be  reorganized  so 
as  to  have  a  thorough  general  education  by  what  is  now  called  the  end  of  the  Sopho- 
more year  in  college,  and  that  they  will  co-operate  heartily  in  no  other  program. 


ADMINISTRATIVE  REORG.AOTZATION 


47 


Commission  of  the  National  Education  Association.  It  has  been 
more  or  less  assumed  by  the  various  educational  committees  which 
have  reported  in  recent  years;  it  is  actually  occurring  with  con- 
siderable rapidity  in  our  various  communities.  In  1913,  13  per 
cent  of  the  high  schools  of  the  North  Central  Association  territory 
had  taken  on  junior  high  schools;  today  over  25  per  cent  have 
assumed  this  form;  and  competent  observers  predict  that  the 
majority  of  the  secondary  schools  of  the  country  will  be  organized 
on  this  basis  in  the  not  far  distant  future. 

True,  in  many  cases  this  reorganization  has  been  a  mere  admin- 
istrative form,  but  this  is  not  of  the  essence  of  the  case.  Properly 
understood,  this  so-called  6-3-3  or  6-6  arrangement  or  any  other 


Grades  i  to  6 

7              8             9 

10                  II                 12 

^^ .... 

**           ^  ^  ~ 

Elementary 

Junior  Hign  School 

,,_  ._^^«,— .-.•  —  -—  —  —  —  —  ■  —  —  — 

Senior  High  School 

College  and  Professional  School 

comparable  plan  means  far  more  than  the  administrative  device  of 
taking  two  years  away  from  one  organization  and  bestowing  them 
upon  another.  It  contemplates  the  entire  reorganization  of  the 
curriculum  to  the  end  that  without  loss  of  training  (its  advocates 
claim  there  will  be  a  gain)  two  years  of  time  may  be  saved  and 
students  may  be  carried  by  the  end  of  the  twelfth  grade  to  approxi- 
mately the  position  now  reached  by  the  end  of  the  Sophomore  year 
in  college.* 

Clearly  enough,  the  movement  is  on  and  is  on  vigorously.  So 
far  as  we  can  now  see,  the  educational  system  which  will  result  may 
be  crudely  represented  by  the  above  diagram.  A  fairly  coherent 
and  unified  system  of  training  in  fundamental  processes  in  the 
elementary  schools  will  be  followed  by  the  junior  high  school,  in 
which  it  is  at  least  desirable  that  the  basic  consideration  shall  be 

'  Preliminary  experiments  have  already  been  conducted  in  this  field  with  the 
result  of  saving  one  year  of  time,  and  experiments  are  well  under  way  to  bring  about 
the  saving  of  another  year. 


48  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

training  in  citizenship,  with  the  beginnings  of  specialization  occur- 
ring only  in  the  later  stages  of  that  school.  This  will  be  followed 
by  the  senior  high  school  in  which,  parallel  with  the  college- 
preparatory  course  so  called,  will  certainly  go  very  considerable 
ranges  of  vocational  training.  The  college  and  the  professional 
school  will  receive  the  graduates  of  the  senior  high  school,  who 
will  bring  an  equipment  comparable  with  that  possessed  by  the 
present  Junior  in  college,  if  the  reorganization  works  out  success- 
fully. Although  it  forms  no  essential  part  of  this  report  it  is 
worth  passing  notice  that  this  situation  is  as  interesting  to  the 
liberal  arts  college  as  to  the  professional  school.  General  reason- 
ing and  such  experiences  as  those  of  Cahfornia  indicate  that  the 
reorganization  will  mean  expanded  opportunity  for  all  forms  of 
collegiate  education. 

The  bearing  of  all  this  upon  collegiate  and  professional  school 
curricula  is  so  obvious  that  he  who  runs  may  read.  The  rapid 
development  of  our  high  schools,  the  growing  insistence  upon  the 
completion  of  at  least  a  high-school  education,  the  recognition  of 
the  fact  that  our  high  schools  must  prepare  their  pupils  for  Hfe, 
with  minor  emphasis  upon  college  requirements,  make  it  quite 
clear  that  the  college  of  the  future  must  more  and  more  accept 
the  responsibility  of  providing  suitable  continuation  work  for 
these  high-school  graduates.  Some  endowed  institutions  in  certain 
parts  of  the  country  may  avoid  this  situation  for  a  time,  but  in  the 
main  the  college  will  have  to  take  the  raw  material  which  comes  to 
it,  and  do  what  it  can  with  it. 

Apparently  the  time  is  upon  us  in  which  we  must  choose  between 
two  courses  of  action:  (a)  that  of  making  our  contribution  to  the 
reorganization  of  our  educational  system  to  the  end  that  all  parts 
of  the  system  may  work  co-operatively  in  the  solution  of  common 
problems;  or  (b)  that  of  standing  aside  and  letting  matters  take 
their  own  course,  with  the  possible  result  that  after  a  period  of 
sterile  sulking  we  shall  perforce  adjust  our  colleges  to  a  situation 
which  has  crystallized  in  undesirable  form. 


CHAPTER  VIII 
THE  PROPOSAL  OF  THE  COMMISSION 

The  Commission  proposes  a  program  of  social  studies  for  the 
iunior  high  school  which  it  believes  to  he  more  fundamental  and  far- 
reaching  than  the  other  proposals  which  have  been  made.  Such  a 
program  will  profoundly  affect  the  work  of  the  elementary  school  and  oj 
the  senior  high  school.  The  junior  high  school  is,  however,  the  strategic 
point  for  an  attack  at  the  present  time. 

We  now  pass  to  the  main  task  of  this  report,  the  formulation^ 
of  a  proposal  for  social  studies  in  the  secondary  school — a  proposal 
so  drawn  that  its  accomplishment  will  both  serve  the  needs  of 
the  student  who  never  passes  beyond  the  secondary  school  and 
form  a  sound  basis  for  correlation  of  collegiate  and  secondary  work 
in  the  field  of  the  social  sciences.  As  indicated  earHer  our  atten- 
tion will  be  centered  on  the  junior  high  school  program.  The  pro- 
grams of  the  elementary  school  and  the  senior  high  school  will 
be  given  very  brief  treatment. 

It  will  facihtate  study  and  criticism  of  this  proposal  to  set  forth 
at  this  time  the  considerations  which  were  in  mind  during  its 
formulation.     Briefly  stated  these  considerations  were  as  follows: 

I.  The  organization  of  social  studies  in  the  public  schools 
should  be  in  terms  of  the  purpose  of  introducing  those  studies. 
Their  purpose  is  that  of  giving  our  youth  an  awareness  of  what  it 
means  to  live  together  in  organized  society,  an  appreciation  of 
how  we  do  live  together,  and  an  understanding  of  the  conditions 
precedent  to  living  together  well,  to  the  end  that  our  youth  may 
develop  those  ideals,  abilities,  and  tendencies  to  act  which  are 
essential  to  effective  participation  in  our  society.     The  range  of 

'The  Commission  acknowledges  indebtedness  to  the  work  of  the  "Briarcliff 
Conference"  held  in  May,  192 1,  under  the  auspices  of  the  Commonwealth  Fund. 

49 


50  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

this  statement  is  very  broad.  For  example:  the  contribution  of 
knowledge  and  physical  environment  to  our  social  living  is  quite 
as  worthy  of  attention  as  are  the  principles  of  economics  or  govern- 
ment. Parenthetically,  it  may  be  noted  that,  ''awareness," 
"appreciation,"  and  "understanding"  come  only  when  descriptive 
facts  are  presented  in  their  relationships; 

2.  The  question  should  not  be  "how  to  put  the  social  studies 
into  our  curricula"  but  ''how  to  organize  our  curricula  around 
social  objectives."  This  Commission  beheves  that  the  social 
studies  should  be  the  backbone  of  secondary  education,  with  which 
all  other  studies  and  school  activities  should  be  closely  articulated 
according  to  their  contributions  to  the  social  objectives  of  education. 
Since  each  individual  must  be  a  citizen  and  as  such  must  participate 
in  group  action,  the  social  studies  should  be  represented  in  each 
grade  of  education,  and  every  pupil  should  have  at  least  one  unit 
of  social  study  in  every  year  of  the  school  course.  As  for  the 
specific  junior  high  school  courses  mentioned  below  on  pages  53-59, 
the  commission  does  not  attempt  to  decide  whether  they  should 
be  unit  courses  or  half-unit  courses.  Possibly  they  should  be  so 
drawn  as  to  make  either  arrangement  possible  according  to  local 
needs  and  resources. 

It  is  essential  that  we  free  our  minds  from  any  such  issue  as  the 
claims  of  history  vs.  those  of  economics  vs.  those  of  government  vs. 
those  of  sociology.  Those  claims  will  largely  disappear  in  any 
vital  discussion  of  the  contribution  of  social  studies  to  our  social 
living.  These  branches  of  social  study  are  not  separable,  save 
for  the  purpose  of  emphasizing  some  particular  point  of  view  on 

social  living. 

3.  The  social  studies  should  be  directed  toward  an  understand- 
ing of  the  physiology  rather  than  the  pathology  of  social  living. 
This  does  not  mean  that  pathology  is  to  be  disregarded,  but  it  does 
mean  that  it  should  not  occupy  the  center  of  attention.  Such  a 
position  does  not  reject  the  "problem  method"  of  instruction. 
That  method  should  be  quite  freely  used;  but  it  should  be  directed 
toward  understanding  the  anatomy  and  physiology  of  society. 


THE  PROPOSAL  OF  THE  COMMISSION  51 

The  center  of  attention  should  be  our  social  living  in  this 
country  and  how  it  came  to  be  what  it  is.  Just  what  should  occupy 
this  center  of  attention  is  the  essence  of  the  problem.  There  will 
presumably  be  put  in  the  background  of  attention  (but  it  is  still 
in  the  field  of  attention)  some  material  now  occupying  a  prominent 
place  in  our  social  studies.  Such  background  material  should  be 
presented  (a)  in  required  courses  only  to  the  extent  to  which  it 
contributes  significantly  to  the  understanding  of  our  social  living 
and  (b)  in  elective  courses. 

4.  Any  program  of  social  studies  which  hopes  to  be  successful 
must  be  drawn  with  consideration  for  vocational  needs.  This 
suggests  no  conflict  of  interests.  Men  work  together  in  organized 
society.  Vocational  training  will  be  greatly  improved — even  as  a 
"money-making"  matter  for  the  individual— by  the  right  kind  of 
social  study  backbone.  Specialized  studies  should  not  be  allowed 
to  supplant  fundamental  courses. 

5.  The  program  of  social  studies  which  is  drawn  with  recogni- 
tion of  the  great  losses  in  our  student  constituency  in  certain  years 
seems  likely  to  accomplish  the  greatest  good  for  the  greatest  number, 
provided  this  does  not  mean  too  great  weakening  of  basic  training. 
It  will  be  found  that  the  program  later  proposed  recognizes  that 
students  drop  out  every  year  but  it  does  not  neglect  to  provide 
for  continuity  and  progression. 

6.  The  reorganization  which  is  now  in  process  m  our  educational 
system  (which  opens  up  the  seventh  and  eighth  grades  for  the  intro- 
duction of  new  material)  justifies  a  somewhat  daring  attempt  to 
think  through,  as  a  coherent  whole,  our  presentation  of  secondary- 
social  studies,  without  too  much  regard  for  traditional  claims  or 
customary  practices.  More  specifically,  there  is  here  an  oppor- 
tunity to  introduce  social  study  rather  than  specialized  branches  of 
social  studies.  The  material  on  page  47  shows  the  attitude  of  the 
Commission  with  respect  to  the  probable  future  of  our  educational 
system. 

7.  An  effective  program  of  social  studies  will  be  organized  in 
terms  of  the  psychology  of  learning.     The  average  child  of  the 


52  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

seventh  grade  is  at  least  beginning  to  have  a  social  consciousness. 
His  mind  is  reaching  out  to  understand  his  relationships  to  other 
people  and  to  society  as  a  whole.  The  fact  that  he  is  not  aware 
of  his  developing  attitude  does  not  interfere  with  making  use  of 
this  interest. 

The  unfolding  of  the  social  studies  should  not  be  too  rapid  to 
allow  the  student  to  build  up  an  apperceptive  basis  for  his  thinking. 
Accordingly  the  program  suggested  passes  (i)  from  a  seventh- 
grade  discussion  of  types  of  social  organization  and  some  condition- 
ing factors  of  the  types,  (2)  through  an  eighth-grade  survey  of  the 
development  and  practices  of  our  modern  social  organization,  (3)  to 
a  ninth-grade  discussion  of  principles  of  social  organization,  and 
(4)  ultimately  to  a  senior  high  school  discussion  of  social  science 
material  in  somewhat  more  speciahzed  terms.  Such  a  develop- 
ment will  contribute  markedly  to  "givmg  our  youth  an  awareness 
of  what  it  means  to  live  together  in  organized  society,  an  apprecia- 
tion of  how  we  do  live  together,  and  an  understanding  of  the 
conditions  precedent  to  living  together  well,  to  the  end  that  our 
youth  may  develop  those  ideals,  abilities,  and  tendencies  to  act 
which  are  essential  to  effective  participation  in  our  society." 

8.  The  program  of  social  studies  which  is  drawn  in  such  a  way 
as  to  minimize  administrative  difficulties,  will,  other  things  being 
equal,  be  most  rapidly  introduced. 


So  much  for  background  considerations.  As  a  statement  prefa- 
tory to  the  junior  high  school  proposal,  it  is  assumed  that  in  the  first 
six  grades  students  have  acquired  certain  tools  and  methods  of 
study,  and  that  they  have  been  given  a  body  of  material  in  history, 
community  civics,  and  geography  which  will  serve  as  a  foundation 
for  the  studies  suggested  below.  It  is  recognized  that  the  successful 
introduction  of  such  a  junior  high  school  program  as  is  sketched 
below  would  in  time  influence  rather  profoundly  the  work  of  the 
first  six  grades.     But  that  is  another  story. 


THE  PROPOS.\L  OF  THE  COMMISSION  53 

A  SUMMARY  VIEW  OF  THE  PROPOSED  JUNIOR  HIGH  SCHOOL  PROGRAM 

IN   SOCIAL   STUDIES 

It  will  facilitate  later  discussion  to  present  at  this  point,  without 
explanation  or  supporting  argument,  a  summary  view  of  the  pro- 
posal as  a  whole.  This  summary  view  will  present,  in  specific  terms, 
only  the  work  in  social  studies. 

SEVENTH  GRADE 

1.  Geographic  bases  of  (physical  environment  with  relation  to) 
United  States  development 

2.  Social  science  survey  (types  of  social  organization) 

a)  Simple  industry  and  simple  society 

b)  The  transforming  effects  of  scientific  knowledge 

3.  Other  studies,  correlated  so  far  as  may  be  practicable  with  the 
social-study  material 

EIGHTH  GRADE 

1.  The  opening  of  the  world  to  the  use  of  man 

2.  Vocational  survey,  the  individual's  place  in  our  social  organiza- 
tion (presented  in  functional  terms  so  that  it  may  contribute  to 
an  understanding  of  our  type  of  social  organization) 

3.  Other  studies,  correlated  so  far  as  may  be  practicable  with  the 
social  study  material 

NINTH  GRADE 

1.  The  history  of  the  United  States  (presented  with  "citizenship 
material"  occupying  the  center  of  attention) 

2.  Principles  of  social  organization  (economic,  political,  social) 

3.  Other  studies,  correlated  so  far  as  may  be  practicable  with  the 
social  study  material 

4.  A  general  survey  of  business  administration,  elective 

A   DETAILED   VIEW   OF   THE   WORK   OF   THE    SEVENTH   GR.ADE 

The  work  of  this  grade  sets  out  consciously  to  "give  our  youth 
an  awareness  of  what  it  means  to  Hve  together  in  organized 
society,  an  appreciation  of  how  we  do  hve  together,  and  an 
understanding  of  the  conditions  precedent  to  Hving  together 


54  SOCI.\L  STUDIES  IN  SECONDARY  SCHOOLS 

well."  Its  emphasis  is  upon  the  first  and  third  of  these  propo- 
sitions, without  at  all  neglecting  the  second.  The  survey  of 
types  of  social  organization  in  simple  societies  emphasizes  the 
first;  the  survey  of  the  transforming  effects  of  scientific  knowl- 
edge, the  work  in  geography,  and  the  work  in  science  emphasize 
the  third.  Of  course,  there  is  no  intention  of  making  a  sharp 
differentiation  in  treatment. 

The  foregoing  statement  of  purpose  may  be  stated  differently. 
The  work  of  this  grade  seeks  to  sweep  together,  into  a  somewhat 
organic  whole,  the  social-study  work  of  the  first  six  grades,  and 
to  take  a  further  step  in  generalized  thinking  in  the  field. 

The  work  in  geographic  bases  of  (physical  environment  with  rela- 
tion to)  United  States  development  is  designed 

1.  To  bring  into  an  organic  whole  the  preceding  work  in  history, 
civics,  and  geography  in  such  a  way  as  to 

2.  Show  the  importance  of  physical  enviroimient  with  respect  to 
conditions  precedent  to  living  together  well  and  to 

3.  Prepare  the  way,  in  terms  of  principles,  for  the  work  of  the 
next  two  grades  and  to 

4.  Give  the  student  who  can  go  no  farther  a  significant  contri- 
bution to  his  "  appreciation  of  how  we  five  together  and  under- 
standing of  the  conditions  precedent  to  Hving  together  well." 

The  social-science  survey  of  types  of  social  organization  is  designed 

1.  To  bring  into  an  organic  whole  the  preceding  work  in  history, 
civics,  and  geography  in  such  a  way  as  to  prepare  the  way,  in 
terms  of  principles,  for  the  work  of  the  next  two  grades. 

2.  To  lay  a  comparative  basis  for  the  later  more  careful  survey 
of  the  evolutionary  development  of  the  functioning  social 
structure. 

3.  To  give  the  student  who  can  go  no  farther  a  significant  con- 
tribution to  his  "awareness  of  what  it  means  to  live  together 
in  organized  society,  appreciation  of  how  we  do  live  together 
and  understanding  of  the  conditions  precedent  to  living 
together  well." 


THE  PROPOSAL  OF  THE  COMMISSION  55 

The  suggested  method  of  presenting  this  social  science  survey 
material  is  as  follows: 

1.  Present  a  series  of  snapshots  of  simple  types  of  social  organi- 
zation such  as 

The  life  of  Neolithic  man 

The  life  of  the  Iroquois 

The  Hfe  of  nomads 

Life  in  a  medieval  manor 

Life  in  a  medieval  town 

Life  in  a  modern  secluded  mountain  district 

Life  in  a  frontier  mining  camp 
in  which  the  student  can  see  how  such  matters  as  education, 
religion,  health,  social  control,  economic  activities,  etc., 
(these  are  only  samples)  were  cared  for  and  can  begin  to 
see  wherein  our  ways  of  caring  for  such  matters  are  different, 
if  different. 

This  comparative  study  should  be  directed  toward  bring- 
ing out  certain  concepts,  of  which  the  following  may  be 
taken  as  samples  (they  are  only  samples) :  self  sufficiency 
vs.  interdependence;  customary  vs.  competitive  methods; 
non-exchange  vs.  exchange  society;  non-industrial  vs. 
industrial  society;  the  shifting  emphasis  in  social  control; 
the  modern  co-operation  of  specialists — all  with  the  idea  of 
leading  the  student  to  "generalize"  his  knowledge  and  with 
the  further  idea  of  preparing  him  for  the  study  of  "principles  " 
in  the  ninth  grade. 

2.  The  latter  part  of  the  survey  is  to  be  devoted  to  showing  the 
contribution  of  knowledge  "to  our  living  together  welV  and 
how  that  reacts  upon  the  type  of  social  organization.  This 
should  be  no  mere  threadbare  account  of  the  industrial 
revolution:  it  should  be  an  account  of  the  transforming 
effects  of  science  on  our  ways  of  Hving  together.  Notice 
that  the  way  has  been  prepared  by  the  student's  work  in 
science,  if  science  is  offered  in  this  grade. 


56  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

A  DETAILED   VIEW   OF   THE  WORK   OF  THE   EIGHTH   GRADE 

There  is  presumably  no  need  for  a  detailed  statement  of  the  general 
purpose  of  the  work  of  this  grade.  It  is  obvious  that,  in 
addition  to  caring  properly  for  those  who  must  drop  out  at  the 
end  of  the  year,  this  grade  must  (a)  begin  to  give  many  students 
a  rational  basis  for  selection  of  vocations  and  {b)  continue  the 
preparation  for  the  more  generalized  social  study  of  the  ninth 
grade. 

The  work  in  "The  Opening  of  the  World  to  the  Use  of  Man"  is 
designed 

1.  To  knit  together  and  to  build  upon  the  social-science  survey 
and  geography  of  the  preceding  grade  in  such  a  way  that  the 
student  will  get  as  a  part  of  his  mental  machinery — as  tools 
of  which  he  will  make  conscious  use — concepts  of  change, 
development,  and  continuity. 

2.  In  respect  to  factual  background,  to  give  the  student  some 
appreciation  of  the  long,  hard  trail  the  human  race  has 
cHmbed;  to  let  him  see  the  emergence  of  Western  civiHzation, 
its  spread  over  the  earth  and  its  contacts  with  other  civiliza- 
tions. 

3.  To  give  the  student  the  "world-background"  against  which 
the  history  of  his  own  country  (ninth  grade)  may  be  seen  in 
perspective  and  to  make  him  "cosmopolitan"  and  "interna- 
tional" in  a  wholesome  sense  of  those  words. 

The  vocational  survey  (the  individual's  place  in  our  social  organiza- 
tion) is  designed 
I.  To  give  the  student  an  opportunity  (upon  which  their 
experience  has  caused  so  many  school  men  to  insist)  to  think 
through  in  specific  terms  his  own  possible  contribution  to 
social  living.  Whether  this  results  in  his  actually  "choosing 
a  vocation"  matters  Httle,  if  at  all.  Out  of  it,  he  should  get 
a  clearer  notion  of  the  quaHties  making  for  individual  success 
in  the  process  of  social  Hving. 


THE  PROPOS-AJL  OF  THE  COMMISSION  57 

2.  To  give  this,  however,  not  as  a  set  of  maxims  and  preach- 
ments and  not  as  a  set  of  "job  analyses"  but  as'a  survey  of 
the  activities  (emphasizing  here  economic  activities  without 
neglecting  political  and  social  considerations)  which  are 
carried  on  in  our  type  of  social  organization,  and 

3.  To  do  this  in  such  a  way  that  he  will  glimpse  an  economic 
organization  in  which  activities  are  in  terms  of  social  purposes. 
By  way  of  illustration.  The  student  who  sees  the  "undiffer- 
entiated" medieval  trader  split  up  as  time  goes  on  into 
transporter,  insurer,  financier,  seller,  etc.,  will  have  a  differ- 
ent conception  of  the  work  of  railroads,  insurance  companies, 
banks,  etc.,  from  the  one  he  would  have  had  after  an  uncon- 
nected "study  of  occupations."  In  other  words,  the  voca- 
tional survey  is  designed  to  give  the  student  a  more  thorough 
and  specific  conception  of  our  social  organization  as  it 
actually  operates  in  our  "Hving  together." 

A  DETAILED   VIEW   OF  THE   WORK  OF   THE   NINTH   GRADE 

Here,  also,  a  detailed  statement  of  general  purpose  may  be  omitted. 
Looking  back  over  the  junior  high  school  curriculum,  this 
year's  work  seeks  to  knit  together  the  preceding  work  {a)  in 
terms  of  principles,  and  {h)  in  terms  of  their  application  to 
citizenship  in  our  own  country.  Looking  forward  to  the  work 
of  the  senior  high  school,  this  year's  work  seeks  to  pave  the 
way  for  the  more  specialized  presentation  of  the  social  sciences. 

The  work  in  the  history  of  the  United  States  (presented  with 
"citizenship  material"  occupying  the  center  of  attention)  is 
self-explanatory,  if  it  be  kept  in  mind  that  the  ideal  is  that  of 
bringing  the  social-science  work  of  the  preceding  grades,  as 
well  as  that  of  this  ninth  grade,  to  a  focus  in  this  account  of 
the  development  of  our  own  social  Hving  together.  Such  a 
statement  indicates  the  kind  of  history  which  is  to  be  presented. 

The  work  in  principles  of  social  organization  assumes  that  the 
student  has  been  given  sufficient  factual  background  and  has 


58  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

attained  a  sufficient  maturity  to  enable  him  to  view  our  social 
living  in  terms  of  principles  rather  than  in  terms  of  types  or 
of  practices.  It  asks  the  student  to  do,  as  a  conscious  matter, 
a  most  fundamental  thing,  namely,  seek  relationships  on  a  scale 
which  will  give  him  an  organic  view  of  our  social  living.  He  is 
asked  (so  far  as  he  may  now  be  able)  to  formulate  consciously  the 
principles  of  social  living  which  should  guide  him  in  later 
years.  It  is  to  be  noticed  in  passing  that  no  such  opportunity 
now  exists  in  any  stage  of  our  school  curriculum.  It  is  con- 
ceivable that  the  first  draft  of  this  will  have  to  be  in  three 
parts  (i)  economic  organization,  (2)  political  organization, 
(3)  social  organization  not  otherwise  handled.  But  it  is  hoped 
and  expected  that  it  may  be  done  not  as  three  parts  but  as  one 
unified  whole. 
While  it  forms  no  part  of  the  basic  material,  the  elective  work  (for 
those  who  plan  to  take  the  so-called  commercial  course)  in 
Survey  of  Business  Administration  deserves  passing  notice.  It 
should  dovetail  both  with  the  vocational  survey  of  the  preced- 
ing grade  and  with  the  work  in  Principles  of  Social  Organization 
of  this  grade.  It  should  provide  the  sadly  lacking  unifying 
element  in  the  present  miscellaneous  collection  of  "commercial 
courses."  It  should  be  of  distinct  vocational  service  for  the  stu- 
dent who  can  go  no  farther  and  it  should  pave  the  way  for  a  higher 
standard  of  "commercial  courses"  in  the  senior  high  school. 

A  HINT  OF  THE  PROGRAM  OF  THE  SENIOR  HIGH  SCHOOL 

The  foregoing  sets  forth  the  material  on  which  the  Commission 
particularly  covets  discussion,  but  it  is  worth  while  to  suggest 
something  of  its  bearing  upon  the  senior  high  school  program. 
It  is  assumed  that  in  each  year  of  the  senior  high  school,  some 
social-study  work  will  be  required  and  that  the  work  will  be 
presented  in  more  speciahzed  (scientific  ?)  form  than  it  was  in 
the  earlier  grades. 

The  following  statement  gives  merely  a  suggestion  of  possible 
courses  in  the  field   of  economics   and   business.     Perhaps   it 


THE  PROPOSAL  OF  THE  COMMISSION  59 

contains  hints  for  other  fields  of  study.  The  Commission 
believes  that  our  larger  high  schools,  at  least,  might  in  time 
offer  considerable  choice  of  courses  in  the  fields  that  we  now 
designate  as  pohtical  science,  history,  psychology,  and  sociology. 

1.  The  financial  organization  of  society  and  the  manager's 
administration  of  finance. 

2.  The  market  organization  of  society  and  the  manager's 
administration  of  the  market. 

3.  The  position  of  the  worker  in  our  society  and  personnel 
administration. 

4.  The  evolution  of  our  economic  society.  (Note  that  this  is 
vastly  more  than  a  "History  of  Commerce"  and  vastly  more 
than  the  typical  "Industrial  History.") 

5.  Accounting  (not  merely  as  bookkeeping  but  also  as  an 
instrument  of  control  in  the  hands  of  the  executive). 

6.  Business  Law  (as  a  manifestation  of  social  control  of  business 
activity  and  as  a  facilitating  aid  of  business). 

7.  Such  technical  courses  as  may  be  expedient.  An  illustration 
is  shorthand  and  t3^ewriting. 

8.  Theories  of  value  and  distribution. 

9.  Government  and  industry. 

THE   PROGRAM   OF  THE   FOUR   YEAR  HIGH   SCHOOL 

Whatever  may  be  in  store  for  the  future,  there  can  be  no  doubt 
that  the  8-4  form  of  organization  of  our  public  schools  is  today  the 
dominant  one,  and  the  Commission  quite  recognizes  that  it  might 
well  have  worked  out  in  detail  a  four-year  program  of  secondary- 
social  studies.  The  reasons  why  it  did  not  do  so  have  been  given 
in  its  introductory  statement  on  page  i.  It  believes  that  just 
at  this  juncture,  its  best  service  can  be  rendered  by  focusing  atten- 
tion upon  the  6-3-3  plan.  It  points  out  in  passing,  however, 
that  from  the  social  study  material  outlined  on  page  53  of  this 
report  there  is  much  material  (a  full  four-year  schedule,  indeed) 
which  the  four-year  high-school  administrator  wiU  find  available 


6o  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

for  his  use.    Just  what  he  will  choose  to  use  will  of  course  vary 
with  varying  local  conditions. 


As  a  means  of  making  the  program  suggested  above  readily 
comparable  with  other  proposals  which  have  been  made,  the 
outline  on  page  6i  is  presented. 

In  connection  with  such  a  program  as  the  Commission  has 
sketched,  there  is  a  great  opportunity  for  service  on  the  part  of  our 
collegiate  schools  of  business.  Some  ways  in  which  we  may  serve 
are  not  far  to  seek.  Granted  that  we  are  ourselves  in  an  attitude  of 
co-operation,  every  collegiate  school  of  business  will  find  many 
opportunities  to  carry  that  co-operation  into  effect.  The  following 
list  represents  the  more  obvious  of  the  opportunities  before  each 
institution: 

1.  We  should  not  neglect  the  contribution  which  comes  from 
mere  discussion  and  the  spread  of  information  and  of  points  of  view. 
A  faculty  which  develops  an  awareness  of  the  character  of  the  prob- 
lem which  is  upon  us,  and  a  willingness  to  play  its  part  in  the 
drama,  has  a  thousand  opportunities,  in  the  classroom  and  outside 
it,  to  exercise  responsible  leadership. 

2.  We  may  well  give  careful  attention  to  our  collegiate  school 
of  business  entrance  requirements,  planning  them  so  as  to  stimulate 
development  in  socially  defensible  channels.  The  influence  of  a 
system  of  entrance  requirements  which  does  not  indulge  in  mulish 
opposition  to  a  movement  that  is  certainly  fundamental  in  our 
educational  system,  but  which  looks  toward  co-operation  in  solving 
common  problems,  can  hardly  be  overestimated.  It  breaks  down 
at  once  the  prejudices  of  both  the  secondary  and  the  collegiate 
educator,  and  clears  the  way  for  constructive  action. 

3.  In  this  connection  we  may  well  give  much  thought  to  our 
own  collegiate  curricula  in  business.  He  would  be  either  a  very 
wise  or  a  very  foolish  person  who  would  attempt  to  predict  the 
precise  form  of  these  curricula  after  the  reorganization  in  our  educa- 


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62  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

tional  system  has  occurred.  The  time  may  not  be  far  distant 
when  the  collegiate  school  of  business,  in  at  least  our  Western 
States,  may  have  to  set  its  graduation  requirements  not  so  much  in 
terms  of  a  fixed  residence  requirement  of  four  years  as  in  terms  of 
the  student's  acquirements  from  the  time  of  the  seventh  grade. 
Certainly,  all  of  us  who  work  on  the  certification  plan  of  admission 
are  at  this  moment  dealing  with  students  who  have  had  certified 
for  collegiate  admission,  work  done  in  the  eighth  and  even  in  the 
seventh  grades.  The  foundations  of  the  present  organization  are 
already  shaking  under  our  feet.  We  shall  not  be  wise  if  we  try 
arbitrarily  to  build  a  rigid  collegiate  curriculum  upon  this  shaking 
foundation.  We  shall  be  wise  to  work  co-operatively  with  the 
secondary  schools  in  terms  of  both  our  entrance  requirements  and 
our  graduation  requirements. 

4.  We  may  undertake  to  make  class  material  available  along 
the  lines  of  our  thinking  in  some  of  the  secondary-school  experiments 
which  are  today  being  performed.  These  experimenters  realize, 
as  all  must  realize,  that  a  mere  administrative  reorganization  of 
the  junior  and  senior  high  schools  would  be  sterile  in  content. 
New  material  for  class  instruction  must  be  made  available,  and 
for  this  the  collegiate  faculties  must  assume  some  responsibility. 
It  is  suggested  that  such  material  might  properly  include  the  fol- 
lowing: (a)  textbooks  for  the  students,  (b)  books  of  collateral 
readings,  (c)  teachers'  manuals,  (d)  a  manual  showing  ways  of 
encouraging  student  participation  in  social  activities. 

5.  We  may  assume  responsibility,  presumably  in  co-operation 
with  our  colleges  of  education,  for  the  training  of  teachers  of  com- 
mercial subjects  in  the  secondary  schools,  placing  our  emphasis  upon 
the  training  of  teachers  competent  to  present  the  functional  aspects 
of  business  education,  rather  than  the  technical  aspects,  and  putting 
minor  emphasis  upon  the  training  of  teachers  of  shorthand,  type- 
writing, business  arithmetic,  etc.,  who  can  certainly  be  provided  in 
adequate  numbers  by  other  institutions. 


THE  PROPOSAL  OF  THE  COMMISSION  63 

Individual  institutions  will  properly  act  in  terms  of  their  par- 
ticular environments  and  in  terms  of  their  peculiar  needs.  The 
Commission  sees  such  great  possibilities  of  usefulness  in  the  field 
that  it  has  little  fear  of  dangerous  overlapping  or  sterile  competition. 


APPENDIX 
BIBLIOGRAPHY 

The  following  bibliography  covers,  roughly,  material  issued  prior 
to  January  i,  1920.'  At  the  outset  the  Commission  had  expected 
merely  to  gather  the  bibhography  for  its  own  use,  and  not  for  pubHca- 
tion.  When  the  data  had  been  assembled,^  however,  it  seemed  best 
to  make  them  available  to  future  investigators,  notwithstanding  certain 
gaps  and  imperfections.     A  brief  finding  list  follows. 

I.    REFERENCES  IN  THE  GENERAL  FIELD  OF  SECONDARY 
COMMERCIAL  EDUCATION  page 

a)  Books  and  Pamphlets  on  Commercial  Education  in  General .       .  65 

h)  Past,  Present,  and  Future  of  Commercial  Education      ...  66 

c)  Need  and  Value  of  Secondary  Commercial  Education    ...  68 

d)  Relation  of  Commercial  Education  to  the  Business  World    .       .  69 

e)  Relation  of  Commercial  Courses  to  Other  Courses  in  High  School .  73 

/)   Discussions  of  the  Commercial  Curriculum 74 

g)  Experiments  Performed  (Classified  by  Cities  and  States)       .       .  76 

h)  Occupations  Open  to  Secondary  Commercial  Graduates        .       .  78 

i)    Commercial  Education  in  Corporation  Schools        ....  79 

j)   Private  Commercial  Schools 79 

k)  Miscellaneous 80 

11.    REFERENCES  ON  SPECIAL  SUBJECTS  IN  THE 
SECONDARY  SCHOOL  CURRICULUM 

a)  Social  Science  in  General 83 

b)  Civics 85 

c)  Economics 89 

d)  History 93 

e)  Sociology 95 

f)  Bookkeeping,  Accounting,  and  Commercial  Arithmetic  ...  96 

g)  Business  English 100 

h)  Commercial  and  Industrial  Geography 102 

i)   Salesmanship io4 

j)   Stenography  and  Typewriting 106 

k)  Miscellaneous 109 

»  The  Monthly  Record  of  Current  Publications,  issued  by  the  United  States  Bureau 

of  Education,  is  available  for  recent  literature. 

'  The  Commission  gratefully  acknowledges  the  work  of  Miss  Vivian  Palmer,  of 
the  School  of  Commerce  and  Administration  of  the  University  of  Chicago,  in  this 
connection. 

64 


APPENDIX  ,  65 

I.    REFERENCES  IN  THE  GENERAL  FIELD  OF  SECONDARY 
COMMERCIAL  EDUCATION 

a)     Books  and  Pamphlets  on  Commercial  Education  in  General 

Bureau  of  Education.    Private,  Commercial,  and  Business  Schools.    Bulletin 

No.  47,  1919. 
Campbell,  W.  C.     Commercial  Education:  Its  Meaning  and  Practice.     Uni- 
versity of  Chicago  Department  of  Education  Thesis,  1910. 
Eaton,  Jeannette,   and  Stevens,  Bertha  M.     Commercial   Work   and 

Training  for  Girls.     MacmiUan,  191 5. 
Hartog,  p.  J.     Commercial  Education  in  United  States.    British  Educational 

Department.     Special  reports  on  educational  subjects.    Vol.  XI. 
Herrick,  Cheeseman  a.    Meaning  and  Practice  of  Commercial  Education. 

Macmillan,  1904. 
Hooper,  Fred,  and  Graham,  James.    Commercial  Education  at  Home  and 

Abroad    (Great    Britain).    Macmillan,    1901.     Reference    to    America, 

pp. 133-60. 
James,  Edmund  J.     Commercial  Education.     Monograph,  Paris  Exposition, 

1900.    J.  B.  Lyon  Co.,  1900. 
— — ■ — .     Commercial    Education.     Division    of    Exhibits,    Department    of 

Education,  Universal  Exposition,  St.  Louis,  1904. 
Kahn,  Joseph,  and  Klein,  Joseph  L.    Principles  and  Methods  in  Commercial 

Education.    Macmillan,  1914. 
Lyon,  Leverett  S.    A  Survey  of  Commercial  Education  in  the  Public  High 

Schools  of  the  United  States.    The  University  of  Chicago  Press,  1919. 
Maxwell,  William  H.     Commercial  Education.    New  York  Chamber  of 

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Secondary   Education.     Cardinal    Principles   in    Secondary   Education. 

Bureau  of  Education  Bulletin  No.  35,  1918. 
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Schools.    Bureau  of  Education  Bulletin  No.  55,  1919. 
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No.  29,  April,  1919. 
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Rehabilitation  Series  No.  23,  1919. 


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Reorganization   of   Secondary    Education.     Bureau   of   Education   Bulletin 

No.  41,  1913. 
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Germany.     Putnam,  191 5. 
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Syracuse,  New  York,  1902. 
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the  Cleveland  Survey. 
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commercial  education  subsection  of  the  Second  Pan-American  Scientific 

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Second  annual  report,  191 8,  pp.  64-71. 
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Conferences  on  Commercial  Education  in  School  of  Education  Bulletins. 
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Public  Schools  and  Women  in  Office  Service.     1913-14. 

b)     Past,  Present,  and  Future  of  Commercial  Education 
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APPENDIX  67 

Birch,  C.  E.    A  Long  Look  Ahead.    Indian  Leader  (November  28,  1919), 

XXXIII,  5-8. 
BuRK,  F.    The  Old  Education  and  the  New.     Forum,  June,  1902. 
Carlton,  F.  T.    Education  and  Industrial  Evolution.    Macmillan,   1908. 

Commercial  Education,  pp.  222-25. 
CuBBERLEY,  E.  P.     PubHc  Education  in  the  United  States.    Houghton,  1918. 
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Education   Association   Journal   of   Proceedings   and   Addresses,    1910, 

PP-  835-39- 

Glade,  E.  J.  Present  Status  of  Business  Education  in  the  United  States  and 
Some  Recommendations.  National  Education  Association  Journal  of 
Proceedings  and  Addresses,  1914,  pp.  652-56. 

Herrick,  C.  a.  Growth  and  Status  of  Commercial  Education  in  America. 
Pennsylvania  School  Journal,  LXVl,  287. 

.  Commercial  Education  and  the  War.  1918.  University  of  Penn- 
sylvania Bulletins,  i8th  series,  No.  5,  Part  III. 

HiNMAN,  A.  H.  History  of  Penman ;  Early  Business  Education  and  Educators 
in  America.    Business  Educator,  November,  1902. 

Johnson,  J.  F.  Tendencies  in  Commercial  Education.  Bureau  of  Education 
Bulletin  No.  i.  1913,  pp.  235-48. 

National  Society  for  Vocational  Education.  Commercial  Education  Bulletin 
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Nichols,  F.  G.  Recent  Developments  in  Commercial  Education.  National 
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RoBisoN,  Emily.  Vocational  Education  and  Guidance  of  Youth.  An  out- 
line for  study.    H.  W.  Wilson  Co.,  191 7.     Pp.  26-30. 

Search,  Theodore  C.  The  Future  of  the  Secondary  School.  New  England 
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Sears,  Louis  M.  Some  Trends  in  Business  and  Education.  Education 
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Stevenson,  W.  C.  The  Advent  of  the  Commercial  High  School.  National 
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SwiGGETT,  Glen,  and  others.  Commercial  Education.  A  report  on  the 
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Williams,  L.  L.    The  Early  History  of  Commercial  Education  in  America. 

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c)     Need  and  Value  of  Secondary  Commercial  Education 
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LXXII,  728-30. 
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1899),  CLXVIl,  695-707. 
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City  High  Schools.     Kentucky  Educational  Association,  1910,  p.   109. 
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1915,  p.  149. 
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APPENDIX  69 

James,  Edmund  L.    A  Plea  for  Commercial  High  Schools.    New  York,  1893. 

Johnston,  Charles  H.,  and  others.  The  ]\Iodern  High  School.  Scribner, 
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McCoNAUGHY,  James  Lukens.  The  Social  Aim  of  Education,  Journal  of 
Education  (April  22,  191 5),  LXXXI,  423, 

Martin,  S.  O.  Practical  Commercial  Education.  Address:  Fifth  National 
Foreign  Trade  Convention,  1918. 

Packard,  S.  A.    A  Talk  on  Business  Education.     New  York,  1890. 

Pelton,  Guy  M.  What  Can  Commercial  Education  Do  for  Social  and  Civic 
Welfare.  University  of  Illinois,  School  of  Education,  High  School  Con- 
ference Proceedings,  1917.    Bulletin  No.  19,  pp.  143-44. 

RoBisoN,  Emily,  Vocational  Education  and  Guidance  of  Youth.  An  out- 
line for  study.    H.  W.  Wilson  Co.,  191 7.     Pp.  26-30. 

Rochester  Chamber  of  Commerce.     Survey  of  Needs  in  Commercial  Education. 

1915- 
Scudder,  Myron  T.    Duty  of  Public-School  System  with  Regard  to  Business 

Training.    National  Education  Association  Journal  of  Proceedings  and 

Addresses,  1901,  pp.  740-47. 
Slinker,  Clay  D.     Some  Measurements  in  Commercial  Education.    Business 

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Spencer,  R.  C.    National  Conservation,  Business  Education,  and  American 

Citizenship.    National  Commercial  Teachers  Federation,  1910.     P.  73. 
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5880. 

d)     Relation  of  Commercial  Education  to  the  Business  World 

American  Bankers  Association.    Extracts  from  Letters  concerning  Commercial 

Education.    New  York,  1892. 
Atherton,  L.    What  Is  Demanded  of  the  Boy  Entering  the  Business  World. 

Federation  Herald,  I  (191 5),  81. 
Barker,  J.  D.    High  School  for  the  Boy  Entering  Business.    Journal  of 

Education  (January  30,  1908),  LXVII,  122  ff. 
Betts,  George  Herbert.     Social  Principles  of  Education.     Scribner,   191 2. 

Especially  pp.  101-5. 
Boston  Chamber  of  Commerce.    Report  on  Commercial  Education  to  the 

Committee  on  Education.     1913-14. 
Brown,  H,  B.     Genius  of  Business.    National  Education  Association  Journal 

of  Proceedings  and  Addresses,  1908,  pp.  872-76. 
Burgess,  L.  C.     Co-operation  of  School  with  Business.    Proceedings  of  South 

Dakota  Educational  Association,  191 7,  pp.  206-15. 


70  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

Chicago  Merchants'  Club.     Commercial  High  Schools.     March  9,  1901. 
Cody,  Sherwin.    Best  Jobs  for  Best  Pupils:   How  America's  Business  Men 
Cure  Evils  of  Our  School  System.     Forbes  Magazine  (February  16,  1918), 

I,  589-91. 
Dahm,  E.  F.     Modifications  in  Commercial  Training  Suggested  by  Present 

World-Conditions.    National  Education  Association  Journal  Proceedings 

and  Addresses,  1917,  pp.  326-32. 
Dill,  James  B.    Education:   An  Element  of  Business  Success.    Associated 

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University  High  School  Department,  Bulletin  No.  12,  April,  1901,  pp. 

605-21. 
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Education.    Issued  by  National  Society  for  the  Promotion  of  Industrial 

Education,  1913. 
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67. 
Faunce,  W.  H.  P.    Evolution  of  the  Business  Man.    Western  Penman, 

September,  1901. 
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National   Education   Association   Journal   Proceedings   and   Addresses, 

1898,  pp.  863-67. 
Gilbert,  W.  H.    What  the  Business  World  Demands  of  Our  Graduates. 

National  Commercial  Teachers'  Federation,  1913,  p.  55. 
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State   Educational    Association.    Pennsylvania    School   Journal,    191 5, 

pp.  271  £f. 
Harlan,    Rolvix.    Modern    Business    Ideals.     Proceedings    South    Dakota 

Educational  Association,  1917,  pp.  206-15. 
Healey,  Horace  G.    What  Business  Men  Demand  of  Graduates  of  Com- 
mercial Schools.    National  Education  Association  Journal  Proceedings 

and  Addresses,  1910,  pp.  855-60. 
High-School   Graduates  in   Business.     Statistics,   Commercial   Department, 

Springfield,  Massachusetts,  High  Schools.     School  Journal  (June,  1908), 

LXXV,  780. 
Holdsworth,  Dr.  J.  T.    Commercial  Education.    Address  before  Cleveland 

Association  of  Credit  Men.    New  York,  1913. 


APPENDIX  71 

Horn,  P.  W.    What  One  Merchant  Expects  of  the  Young  People  He  Employs. 

Journal  of  Education  (September  3,  1914),  LXXX,  178-79. 
James,  Edmund  J.    Address  on  the  Education  of  Business  Men.    New  York, 

1891. 
.    Education   of   Business   Men,    Part   III.    The   Establishment   of 

Commercial  High  Schools.    American  Bankers  Association  Report,  1893. 
Jenks,  J.  W.     Citizenship  and  the  Schools.    Holt,  1906. 
Johnston,  Charles  H.,  and  others.    The  Modern  High  School.    Scribner, 

1914.     Chap.  ii.    Education  as  a  Social  Enterprise.    By  David  Snedden. 
JOPLIN,  J.  P.    The  Business-College  Graduate  in  the  Business  World.    Federa- 
tion Herald,  I  (1915),  91. 
Kaup,  W.  J.    High-School  Training  Should  Meet  Commercial  Needs.     Uni- 
versity of  State  of  New  York  Education  Department  Bulletin  No.  481, 

(1910),  pp.  89  ff. 
Krebs,  J.     Commercial  High-School  Graduate.    Pennsylvania  School  Journal, 

1918,  p.  331. 
Lapp,  John  A.,  and  Mote,  Carl  H.    Learning  to  Earn.    A  plea  and  a  plan 

for  vocational  education.    Bobbs-Merrill,  1916.     Pp.  116-42. 
McLain,  G.  a.    What  Does  the  Business  Man  Expect  of  the  Business-College 

Graduate?    Arkansas  State  Teachers'  Association,  1916.    Educational 

Bulletin,  I,  No.  i,  pp.  273  S. 
Magazine  of  Commerce,  October,  1903.    American  versus  English  Methods 

in  Business. 
Manley,  E.    Remote  Relation  between  Education  and  Business.    School 

Review  (September,  1903),  XI,  563-71. 
Mayman,  J.   Edward.    Business  and  Education.    American  Teacher,   VI 

(1917),  82  fif. 
Mehan,  J.   M.    Business  Training   Good  and  Bad.    National   Education 

Association  Journal  Proceedings  and  Addresses,  1894,  pp.  980-83. 
Moran,  S.  a.     Specialization  with  Expert  Instruction  Requisite  to  Meet  the 

Needs  of  the  Business  World.    National  Education  Association  Journal 

Proceedings  and  Addresses,  191 2,  pp.  1088-93. 
MuNFORD,    Howard    M.    Bridge    Connecting    Schoolroom    with    Business 

Office.     Federation  Herald  (June,  1915),  I,  72-73. 
MuNROE,  J.  P.    The  Business  Man  and  the  High-School  Graduate.    New 

York,  1913. 
National  Society  for  the  Promotion  of  Industrial   Education.    Vocational 

Survey  of  Minneapolis.     U.S.  Department  of  Labor  Bulletin  No.  199, 

p.  489. 


72  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

New  York  Chamber  of  Commerce.  Report  of  Special  Committee  on  Com- 
mercial Education.     New  York  Chamber  of  Commerce  Press,  1899. 

Neystrom.  What  the  Business  Man  Has  a  Right  to  Expect  from  the  High 
School.  Northwestern  Wisconsin  Teachers'  Association  Proceedings, 
1914,  p.  88. 

O'Brien,  Frances  P.  The  High-School  Failures.  New  York  City  Teachers 
College,  Columbia  University,  1919.     Contributions  to  Education  No.  20, 

vn,  97. 

Pearson,  M.  E.  An  Education  for  Business.  National  Education  Associa- 
tion Journal  Proceedings  and  Addresses,  191 2,  pp.  1046-50. 

Person,  Harlow  S.    Industrial  Education.     Houghton,  1907. 

RowE,  H.  M.  What  Shall  the  PubUc  School  Do  for  the  Commercial  Student 
and  for  the  Business  Man  Wanting  Help  in  His  Office  ?  National  Educa- 
tion Association  Journal  Proceedings  and  Addresses,  1904,  pp.  655-60. 

Springer,  Durand  W.  Business  Education.  National  Education  Associa- 
tion Journal  Proceedings  and  Addresses,  1898,  pp.  857-63. 

Thompson,  F.  W.  Commercial  High  Schools  and  the  Business  Community. 
School  Review,  XVHI  (1910),  i-ii. 

Walker,  J.  B.  What  Should  Be  the  Education  of  a  Business  Man  ?  National 
Education  Association  Journal    Proceedings  and  Addresses,    1905,   pp. 

674-78. 

.  What  Can  the  Business  College  Do  to  Meet  Better  the  Require- 
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Warren,  William  M.  Business  Is  Only  Business.  Journal  of  Education 
(September  16,  1909),  LXX,  259. 

Weld,  L.  D.  H.  Correlating  Education  with  Business.  University  of  Illinois, 
School  of  Education,  High  School  Conference,  1918,  pp.  148-51. 

What  Vocational  Education  Is  Needed  for  Office  Work.  Tables,  U.S.  Bureau 
of  Labor  Statistics  Bulletin  No.  199,  pp.  489-505.  Vocational  Series  No. 
4,  December,  1916. 

Winkley,  Robert  L.  Mental  Training  for  Business  Life.  Journal  of 
Education  (June  28,  1906),  LXIV,  28. 

Women's  Educational  and  Industrial  Union,  Department  of  Research.  The 
Public  Schools  and  Women  in  Office  Service.     191 3-14. 

Woodward.  Co-operation  between  the  Business  Man  and  the  Commercial 
Teacher.     Oregon  Voter  (January  13,  1917),  VIII,  60-63. 

ZiEGLER,  T.  H.,  BuRCH,  E.  F.,  HoTCHKiss,  W.  E.,  Miller,  H.  F.  The  Ideal 
Scheme  of  Study  for  Four  Years'  High-School  Course  Considered  from 
Viewpoint  of  the  High  School,  University,  and  Business  Community. 


APPENDIX  73 

University  of  Illinois,  School  of  Education,  High  School  Conference 
Proceedings,  191 2.    Bulletin  No.  9,  pp.  91-106. 

e)     Relation  of  Commercial  Courses  to  Other  Courses  in  High  School 

Alexaisider,  C.  E.  The  Place  of  the  Commercial  Department  in  the  Modem 
High  School.    Arkansas  State  Teachers'  Association,  1915,  p.  225. 

Baldwin,  W.  A.  The  High  School — Its  Weaknesses  and  Suggested  Modifica- 
tions.   Journal  of  Education  (December  2,  1909),  LXX,  565-67. 

Brown,  J.  Stanley.  Commercial  and  Industrial  High  Schools  versus  Com- 
mercial and  Industrial  Courses  in  High  Schools.  Journal  of  Education, 
LXIX  (February  11,  1909),  143-45. 

Brown,  J.  S.,  and  others.  Place  of  Vocational  Subjects  in  the  High-School 
Curriculum.  National  Society  for  Scientific  Study  of  Education,  IV 
(1905),  2,  6-78. 

Ellis,  C.  B.  Purpose  of  a  Good  Business  Department  in  a  Public  High 
School.     School  Review,  XI  (1903),  123-37. 

Grant,  R.  A.  Short  Commercial  Courses  in  the  High  Schools.  National 
Commercial  Teachers'  Federation,  1913,  p.  151. 

Green,  James  Moore.  Relation  between  General  and  Commercial  Educa- 
tion. National  Education  Association  Journal  Proceedings  and  Addresses, 
1907,  pp.  899-903. 

.    Attitude  of  Academic  High-School  Teachers  toward  Students  of 

Commercial  Department.  National  Education  Association  Journal 
Proceedings  and  Addresses,  1910,  pp.  868-72. 

HiMMELHEBER,  Agnes.  Scope,  Opportunity,  and  Relation  of  Commercial 
Course  to  High-School  Work.  Maryland  State  Teachers'  Association, 
1910,  p.  83. 

Irish,  Cyrus  W.    Place  of  Commercial  Studies  in  the  High  School.    School 

Review  (September,  1902),  X,  550-57. 
Johnson,  Emory  R.     Business  Education  in  the  High  School.    National 

Education  Association  Journal  Proceedings  and  Addresses,   1898,   pp. 

867-73. 
Massachusetts  Committee  on  Business  Education.     Problems  of  Commercial 

Education    in    the    Larger    High    Schools.     Report    of    subcommittee. 

Journal  of  Education  (July  8,  1915),  LXXXII,  9-1 1. 
Robinson,  E.  L.     Commercial  Work  in  the  School:    Its  Place  and  Scope. 

Education  (March,  1903),  XXIII,  410-18. 
RowE,  H.  M.   Advantages  and  Difficulties  of  Introducing  Commercial  Branches 

into    Grammar    and    High    Schools.     National    Education    Association 

Journal  Proceedings  and  Addresses,  1900,  pp.  562-66. 


74  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

School  Review.    The  Purpose  of  a  Good  Business  Department  in  a  Public 

High  School  (February,  1903),  XI,  123-37. 
Sheppard,  James  J.     Place  of  the  High  School  in  Commercial  Education. 

Journal  of  Political  Economy  (March,  1913),  XXI,  209-20. 
.     High  School  of  Commerce  or  Commercial  Department.     National 

Education  Association  Journal  Proceedings  and  Addresses,   1909,  pp. 

712-15. 
Thurber,  Charles  H.    Outlook  for  Commercial  Education.    High  School 

versus  Commercial  High  School.    School  Review  (April,  1900),  VIII, 

193-200. 

f)     Discussions  of  the  Commercial  Curriculum 

Anderson,  William  L.  A  Well-Balanced  Course  in  Commerce  and  Industry. 
School  Review,  XXII  (1914),  455-64;  505-10. 

Boston,  City  of,  School  Committee.  Course  of  Study  for  High  School  of 
Commerce.     19 17. 

Business  Men  and  the  Classics.  A  Discussion.  Educational  Review  (October, 
191 1),  XLII,  304-7. 

Campbell,  W.  C.  Commercial  Education:  Its  Meaning  and  Practice.  Uni- 
versity of  Chicago  Thesis,  Department  of  Education,  1910. 

Carpenter,  F.  O.  Industrial  and  Commercial  Training  in  Public  Schools. 
Education  (December,  1905),  XXVI,  191-202. 

Clark,  G.  A.  Commercial  Branches  in  the  High-School  Ciu-riculum.  Educa- 
tional Review  (June,  1909),  XXXVIII,  31-42. 

Crane,  Richard  Teller.  The  Utility  of  an  Academic  or  Classical  Education 
for  Yoimg  Men  Who  Have  to  Earn  Their  Living  and  Who  Expect  to 
Pursue  a  Commercial  Life.     1903. 

Crissy,  I.  O.  What  Constitutes  a  Business  Education  ?  National  Education 
Association  Journal  Proceedings  and  Address,  1901,  pp.  724-34. 

.     Curriculum  of  the  Ideal  Commercial  School.     Western  Penman, 

April,  1 901. 

Davis,  Allen.  Course  for  Business  High  School.  National  Education 
Association  Journal  Proceedings  and  Addresses,  1896,  pp.  804-8. 

.     The  Business   Course  Problem.     National   Education  Association 

Journal  Proceedings  and  Addresses,  1899,  pp.  999-1001. 

DoGGETT,  William  E.  Commercial  High-School  Course.  National  Educa- 
tion Association  Journal  Proceedings  and  Addresses,  1900,  pp.  555. 

.    Length  and  Content  of  Commercial  Courses.     National  Education 

Association  Journal  Proceedings  and  Addresses,  1904,  p.  661. 


APPENDIX  75 

Fee,  I.  B.  Business  Courses  for  High  Schools  of  Smaller  Cities.  National 
Education  Association  Journal  of  Proceedings  and  Addresses,  191 2, 
pp.  1065-68. 

Garbutt,  Irving  R.  The  High-School  Commercial  Course:  Its  Subjects, 
Their  Practical  Educational  Value.  National  Education  Association 
Journal  Proceedings  and  Addresses,  1908,  pp.  876-81. 

Gaylord,  E.  E.  a  Practical  Commercial  Course  for  a  Massachusetts  High 
School,  National  Education  Association  Journal  Proceedings  and 
Addresses,  pp.  686-96. 

Greenwood,  J.  M.  High-School  Courses.  Joiurnal  of  Education  (February 
10,  1910),  LXXI,  148. 

Herrick,  Cheeseman  a.  Educational  Value  of  the  Curriculum  for  a  Second- 
ary School  of  Commerce.  National  Education  Association  Journal 
Proceedings  and  Addresses,  1900,  pp.  543-49- 

James,  Edmund  J.  Philadelphia's  Need  of  a  Commercial  High  School.  Read 
before  Educational  Club  of  Philadelphia,  1894. 

Johnson,  Emory  R.  Business  Education  in  the  High  School.  National 
Education  Association  Journal  Proceedings  and  Addresses,  1898,  pp. 
867-73. 

Jones,  Conner  T.  The  Two- Year  Commercial  High-School  Course.  Journal 
of  Education  (January  20,  1916),  LXXXIII,  68-69. 

ELeenan,  Herbert  J.  Commercial  Training.  Journal  of  Education  (May 
18,  1905),  LXI,  535-37. 

Koch,  C.  D.  Program  of  Studies  for  Jimior  High  Schools.  Journal  of  Educa- 
tion (October  14,  1915),  LXXXII,  346-4?- 

Laird,  R.  G.  Commercial  High-School  Curriculimi.  Education,  XXXI 
(1911),  456-65. 

Lakey,  Frank  E.  How  to  Make  the  Commercial  Course  More  Efficient. 
National  Education  Association  Journal  Proceedings  and  Addresses, 
1910,  pp.  839-45. 

McCarty,  W.  J.  The  Organization  of  Business  Practice  and  Business  Routine 
and  How  to  Make  It  a  Success  in  Business  High  Schools.  National  Educa- 
tion Association  Journal  Proceedings  and  Addresses,  1916,  pp.  370-7S- 

Meriwether,  C.  Commercial  Branches  in  the  High  School.  Educational 
Review  (March,  1910),  XXXIX,  308-9. 

Murphy,  C.  H.  Curricula  for  High  Schools  of  Commerce  in  United  States, 
with  Discussion.  National  Education  Association  Journal  Proceedings 
and  Addresses,  191 1,  pp.  852-55. 

Paulus,  T.  E.  The  Long  and  Short  Commercial  Course  in  the  High  School. 
National  Commercial  Teachers'  Federation,  1913,  p.  162. 


76  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

RowE,  H.  M.  Non-Essentials  in  Commercial  Work.  National  Commercial 
Teachers'  Federation,  1913,  p.  130. 

Scott,  Colin  A.  The  Modern  High  School.  Chap.  viii.  Socialized  High 
School  Curriculum  and  Courses  of  Study.  By  Charles  Johnston  and 
others.     Scribner,  1914. 

ScuDDER,  Myron  T.  Duty  of  Public-School  System  with  Regard  to  Business 
Training.  National  Education  Association  Journal  Proceedings  and 
Addresses,  1901,  pp.  740-47. 

Search,  Theodore  C.  What  Are  the  Most  Valuable  Secondary  Studies  for 
a  Business  Life.  Proceedings  of  38th  Convention  of  State  of  New  York. 
Pubhshed  by  University  of  State  of  New  York. 

Sheppard,  J.  S.  The  Essentials  of  a  High-School  Course  in  Commerce. 
University  of  Illinois.     Vol.  Ill,  No.  8,  Part  III.     1906. 

Showers,  F.  Co-ordination  of  Individual  and  Class  Instruction  in  Com- 
mercial Branches.  National  Education  Association  Journal  Proceedings 
and  Addresses,  1907,  pp.  894-98. 

Springer,  Durand  W.  Business  Education.  National  Education  Associa- 
tion Journal  Proceedings  and  Addresses,  1898,  pp.  857-63. 

University  of  State  of  New  York.     Syllabus  for  Secondary  Schools.     1910. 

Young,  James  R.  Reorganization  of  the  High  School.  Educational  Review 
(February,  1917),  LIII,  122-36. 

ZiEGLER,  T.  H.  A  Four  Years'  Course  in  Commercial  Subjects.  University 
of  Illinois,  School  of  Education,  High  School  Conference  Proceedings 
(i9i3),X,  no. 

ZiEGLER,  T.  H.,  Burch,  E.  F.,  Hotchkiss,  W.  E.,  Miller,  H.  F.  The  Ideal 
Scheme  of  Study  for  Four  Years'  High-School  Course,  Considered  from 
Viewpoint  of  the  High  School,  University,  and  Business  Community. 
University  of  Illinois,  School  of  Education,  High  School  Conference 
Proceedings,  191 2.    Bulletin  No.  9,  pp.  91-106. 

g)     Experiments  Performed  (Classified  by  Cities  and  States) 

Ayer,  Fred  C.  Constructive  Survey  of  Ashland,  Oregon.  Commercial 
Training,  p.  17.     University  of  Oregon  Bulletin  No.  11. 

Baltimore  Goes  in  the  Front  Rank  in  Commercial  Education  in  Public  Schools. 
Table  Baltimore  (March,  1919),  XII,  33-35. 

Boston,  Massachusetts,  School  Committee.  Report  of  the  Special  Com- 
mittee on  Estabhshing  a  Commercial  High  School.     Boston,  1905. 

Commercial  School  Scholarship,  Boston  High  School  of  Commerce.  Joiurnal 
of  Education  (May  6,  1909),  LXIX,  495. 

TiRRELL,  W.  Summer  Apprenticeship  at  the  Boston  High  School  of  Com- 
merce.   School  Review,  XIX  (1911),  34-39- 


APPENDIX  77 

Downey,  J.  E.  Education  for  Business:  The  Boston  High  School  of  Com- 
merce.   Journal  of  Political  Economy  (March,  1913),  XXI,  221-42. 

School  Committee,  City  of  Boston.  Course  of  Study  for  the  High  School  of 
Commerce.     191 7. 

Chicago  Board  of  Education.  Commercial  Departments.  Chicago  Board  of 
Education  Report,  1913. 

.     Commercial  Education  in  High  Schools.     1914. 

Commercial    Teaching   in    Cincinnati.    Journal   of   Education    (March   30, 

1916),  Lxxxm,  354. 

Curry,  J.  S.  Business,  Past,  Present,  and  Future.  High  School  of  Com- 
merce, Cleveland.    Journal  of  Education  (July  21,   1910),  LXXII,  77. 

Evansville,  Indiana.  Survey  for  Vocational  Education.  Indiana  State 
Board  of  Education,  Bulletin  No.  19,  Survey  Series  No.  4. 

Lane,  Winter  op  D.  Learning  for  Earning  or  for  Life.  (Review  of  Indiana 
Survey.)     Survey  (April  7,  1917),  XXXVIII,  18-19. 

Indianapolis  Survey  for  Vocational  Education.  Indiana  State  Board  of 
Education,  Bulletin  No.  21,  Survey  Series  No.  6. 

Carlson,  Paul  A.  Part-Time  Employment  in  the  High-School  Commercial 
Course.  Manitowoc  High  School,  Wisconsin.  Wisconsin  Journal  of 
Education,  XLIX,  253. 

Martin,  George  H.  Business  Courses  in  High  School  of  Massachusetts. 
Seventy-second  Report  of  Massachusetts  Board  of  Education,  1909. 

MacDonald,  James  Wallace.  Report  on  Business  and  Industrial  Educa- 
tion in  the  High  Schools  of  Massachusetts. 

National  Society  for  the  Promotion  of  Industrial  Education.  Vocational 
Education  Survey  of  Minneapolis,  Minnesota.  U.S.  Department  of 
Labor,  Bureau  of  Labor  Statistics,  Bulletin  No.  199  (1917),  pp.  67-82. 

LoMAX,  Paul  S.  Significant  Results  of  Missouri  and  New  Mexico  Com- 
mercial Education  Surveys.     School  Review  (February,  1918),  p.  73. 

Monmouth,  Illinois.  Outline  of  Work  for  Elementary  and  Jimior  High  Schools. 
1919. 

BuswELL,  G.  T.  Course  of  Study  in  Typical  High  Schools  in  Nebraska. 
University  of  Chicago,  Department  of  Education  Thesis,  1916. 

Newark,  New  Jersey.     Vocational  Review  of  Newark,  New  Jersey. 

New  Hampshire,  Department  of  Education.  Standard  Program  of  Studies 
for  the  Secondary  Schools  of  New  Hampshire.     191 9. 

Crissy,  I.  O.  Business  Education  in  the  State  of  New  York.  Business 
World,  September,  1899. 

Bartholomew,  Wallace  E.  Commercial  Education  in  New  York  State. 
University  of  State  of  New  York,  Bulletin  No.  616,  1916. 


78  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

New  York  High  School  of  Commerce.    The  Yearbook  "Commerce."     1903. 

Board  of  Education,  Omaha.     Omaha  High  School  of  Commerce.     19 13. 

Parlin,  C.  C.  The  Twentieth-Century  High  School.  Oshkosh  High  School. 
Journal  of  Education,  LXXI,  566. 

Drexel  Institute  of  Arts,  Philadelphia.  Commercial  Education.  By  Edmund 
J.  James. 

Herrick,  Cheeseman  a.  The  Commercial  High  School.  School  of  Com- 
merce, Philadelphia.    Journal  of  Education  (May  3,  1906),  LXIII,  482. 

Rynearson,  Edward.  Co-operation  of  the  Business  Men  of  Pittsburg  with  the 
Commercial  Department  of  Its  High  Schools.     School  Review  (May, 

1910),  XVIII,  333-38- 

Hartog,  p.  J.  Commercial  Education  in  the  United  States.  British  Educa- 
tion Department.     Special  reports  on  educational  subjects.     Vol.  XI. 

British  Foreign  Ofl5ce.  Commercial  Education  in  the  United  States.  British 
Foreign  Office.     Educational  Review,  191 8,  p.  312. 

Tower,  Reginald.  Commercial  Education  in  the  United  States.  British 
Diplomatic  and  Consular  Reports,  June,  1899. 

RiDELLE,  J.  Whiteford.  A  School  That  Is  Different.  Springfield  High 
School  of  Commerce.    Education  (December,  191 5),  XXXVI,  250-57. 

Board  of  Trustees  of  Public  Schools,  Washington,  D.C.  Courses  of  Study  of 
a  Business  High  School,  1907. 

York,  Pennsylvania.    Annual  Report  of  Public  Schools. 

Lyon,  Leverett  S.  The  Commercial  Curriculum  in  the  Secondary  Schools: 
A  Study  of  225  High  Schools.     School  Review,  XXVI  (1918),  401  ff. 

Fowler,  Nathaniel  C.  A  New  Method  of  Imparting  Business  Education. 
Journal  of  Education  (April,  191 5),  LXXXI,  345-49. 

h)     Occupations  Open  to  Secondary  Commercial  Graduates 

Allen,  Frederick  J.    Business  Employments.     Ginn,  1916. 

BoK,  E.    The  Yoimg  Man  in  Business.    L.  C.  Page,  1900. 

Chicago    School    of    Civics    and    Philanthropy.     Finding    Employment    for 

Children  Who  Leave  the  Grades  and  Go  to  Work. 
Committee  of  Teachers,  Massachusetts  State  Board  of  Education.    Records 

in  Business  of  Graduates  of  Public  Schools.     1913-14. 
Dodge,  H.  H.    Girls'  Trade  Education  League.     Survey  of  Occupations 

Open  to  Girls,  pp.  14-16. 
Federal   Board   for   Vocational   Education,    War   Department    Commercial 

Occupations;  Opportunity  Monograph.     Vocational  Rehabilitation  Series 

No.  23.     1919.    By  F.  G.  Nichols. 
Gowin,  E.  B.,  and  Wheatley,  W.  A.    Occupations.    Ginn,  1916. 


APPENDIX  79 

United  States  Census.     Statistics  on  Occupation. 

Weaver,  E.  W.,  and  Byler,  J.  F.  Vocations  for  Boys.  Prepared  by  Com- 
mittee of  Teachers  under  Weaver.     Barnes,  1915. 

Wenkel,  H.  M.  Occupations  Open  to  Boys  and  Girls  under  Seventeen. 
Required  Training.  National  Education  Association  Journal  Proceed- 
ings and  Addresses,  1919,  p.  266. 

YoDER,  I.  C.  M.  Occupations  Open  to  Boys  and  Girls  under  Seventeen. 
Required  Training.  National  Education  Association  Association  Journal 
Proceedings  and  Addresses  (19 19),  LVII,  264. 

i)     Commercial  Education  in  Corporation  Schools 

Cole,  Howard  E.  Standard  Oil  Company  of  New  York,  Foreign  Service 
Class.    Address:  Fifth  National  Foreign  Trade  Convention,  1918. 

Englander,  Benjamin  A.  An  Educational  System  for  a  Modern  Depart- 
ment Store.  National  Association  of  Corporation  Schools,  Bulletin 
No.  6,  November,  1919,  pp.  499-507. 

National  Association  of  Corporation  Schools.  Report  of  Committee  on 
Ofl&ce  Work  Schools.     Proceedings,  1917,  p.  806. 

Office  Training  at  the  R.  H.  Macy  Department  Store.  National  Association 
of  Corporation  Schools,  Bulletin  No.  5,  1918,  p.  459. 

ScHULTZ,  J.  W.  Office  Work  Schools— Are  They  Worth  While?  National 
Association  of  Corporation  Schools,  1914,  p.  497. 

j)     Private  Commercial  Schools 

Carpenter,  F.  O.    Industrial  and  Commercial  Training  in  Public  Schools. 

Education  (December,  1905),  XXVI,  191-202. 
Elliott,  W.  B.    The  Private  Commercial  School  as  an  Economic  Necessity. 

National  Commercial  Teachers'  Federation,  1915,  p.  13. 
International    Busmess    College    Association.    Harper's    Weekly,    October 

13,  1866. 
Johnson,  J.  F.    Commercial  Education.     Cyclopedia  of  Education.     Mac- 

millan,  1911. 
JOPLIN,    J.    P.    The    Business-College    Graduate   in    the   Business    World. 

National  Commercial  Teachers'  Federation,  1915.     Federation  Herald, 

I,  91. 
LuMAN,  J.  A.    Business  Education  and  the  Proprietory  School.     Business 

World,  August,  1903. 
McIntosh,  p.  D.     Why  Business  Colleges  Succeed,     Canadian  Magazine 

(August,  1903),  XXI,  314-18. 


8o  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

McLain,  G.  a.  What  Does  the  Business  Man  Expect  of  the  Business- 
College  Graduate?  Arkansas  State  Teachers'  Association,  1916.  Educa- 
tional Bulletin,  I,  No.  i,  273. 

National  Society  for  the  Promotion  of  Industrial  Education.  Vocational 
Education  Survey  of  Minneapolis,  Minnesota.  Department  of  Labor, 
Bureau  of  Labor  Statistics,  Bulletin  No.  199  (191 7),  pp.  105-11. 

Proceedings  of  Business  Educators'  Association.     Founded  1878. 

ScHOCH,  Parke.  Intent  and  Scope  of  Commercial  Education  in  the  Business 
College  and  in  the  Secondary  Schools.  New  York  Commercial  Teachers' 
Association,  1902. 

Stevens,  Bertha.  Report  of  the  Committee  to  Investigate  Private  Com- 
mercial Schools,  Manhattan  and  the  Bronx.  Public  Education  Associa- 
tion of  New  York,  19 18. 

United  States  Department  of  Interior.  Bureau  of  Education  Bulletin  No. 
47,  1919.     Private  Commercial  and  Business  Schools. 

Walker,  J.  C.  What  Can  the  Business  College  Do  to  Meet  Better  the 
Requirements  of  the  Business  World?  National  Commercial  Teachers' 
Federation,  1913,  p.  42. 

Williams,  John  K.  What  the  Commercial  Schools  Are  Doing  to  Meet 
the  Needs  of  the  Employer.  National  Association  of  Corporation  Schools, 
I  (1913),  221-35. 

Williams,  L.  L.  Proper  Relations  of  Private  and  Pubhc  Commercial  Schools. 
National  Commercial  Teachers'  Federation,  1910,  p.  113. 

k)     Miscellaneous 

Almond,  H.  H.    Public  School  Product.    New  Review,  January,  1897. 
Beck,  Paul  Henry.    A  Comparison  of  the  Grades  of  the  Diflferent  Classes 

of  Commercial  Pupils  in  the  Central  High  School,  St.  Louis.     University 

of  Chicago  Department  of  Education  Thesis,  1916. 
Belfield,  H.  H.     Commercial  Schools.     Chicago  Teacher,  I,  4. 
Beveridge,  J.  H.     Efi&ciency  in  the  Business  Department  of  the  High  School. 

National  Education  Association  Journal  of  Proceedings  and  Addresses, 

1912,  pp.  1037-43. 
BiGELOW,  M.  H.    Necessary  Equipment  for  a  High-School  Commercial  Depart- 
ment.     New    York    State    Teachers'  Association     Proceedings,    1907. 

University  of  the  State  of  New  York,  1908,  pp.  185-91. 
British  Diplomatic    and  Consular  Reports,  Miscellaneous  Series,  June,  1899. 
Brooks,  John  Graham.    Is  Commercialism  in  Disgrace  ?    Atlantic  Monthly, 

February,  1904. 


APPENDIX  8 1 

Brown,  Edith.    Pre- Vocational  Education  as  Organized  in  Connection  with 

the  High  School.     Vocational  Education  Scoiety  of  the  Middle  West, 

1916,  p.  142. 
CrasHOLM,  F.  W.     Commercial  Education  in  Rural  Schools.     Credit  Men's 

Journal  (March,  191 8),  IV,  287-88. 
Cody,  Sherwin.    Commercial  Tests  and  How  to  Use  Them.    World  Book 

Co.,  1919. 
Cox,  Philip  W.  L.     Discussion  and  Criticism  of  Mr.  C.  A.  Herrick's  Criticism 

of  the  Junior  High  School.    Educational  Administration  and  Supervision 

(1917),  m,  23. 
Davis,  Calvin  O.    High-School  Courses  of  Study.    World  Book  Co.,  191 5. 
DeGarmo,    Charles.     Conscience   and    Commercial   Education.     Practical 

Age,  1902. 
DuTTON,  Samuel  T.    Social  Phases  of  Education  in  the  Home  and  School. 

The  relation  of  education  to  vocation.     Macmillan,  1899.     Pp.  143-66. 
Eliot,  C.  W.    The  Inferior  High-School  Course  in  So-called  Commercial 

Education.     Educational  Review,  1918,  pp.  417-24. 
Ferguson,  James.    Present  Standards  of  Commercial  Education.     National 

Education   Association  Journal   of   Proceedings   and   Addresses,    1907, 

pp.  883-84. 
Gaehr.     Inferiority   of   United    States    Commercial   Training   to   That    of 

European  Nations.     New  York  Times  (June  22,  1913),  VIII,  8:5. 
Gaines,  C.  C.     Report  of  Committee  on  Commercial  Branches.     New  York 

State  Teachers'  Association  Proceedings,  1904,  pp.  134-53. 
Gilliland,  C.  V.     Character  Development  in  Commercial  Training.     South 

Dakota  Education  Association,  1917,  p.  206. 
High  Schools  of  Commerce.    Journal  of  Education  (October  18,  1906),  LXIV, 

423- 
Hostetler,  C.  E.     The  Efficiency  of  Commercial  Education  in  the  American 

High-School  Course.    Indiana  State  Teachers'  Association  Proceedings 
and  Papers,  1913,  pp.  45-47- 
Inglis,  Alexander.     Principles  of  Secondary  Education.     Houghton,  1918. 

Pp-  583-93- 
James,    Edmund   L.    The    Problem   of    Commercial    Education.     Business 

Educator,  April,  1903. 
Johnson,    Joseph    H.     Commercial    Education.     Principles    of    Secondary 

Education.     Edited  by  Paul  Monroe.     Macmillan,  1914. 
Johnson,  J.  F.     Report  of  U.S.  Commission  of  Education,  I  (1913),  235-48. 
.     Commercial    Education.     Cyclopedia    of    Education.     Macmillan, 

1911. 


82  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

Krause  Louise  B.    The  Relation  of  the  Library  to    Business  Education. 

National   Education   Association    Journal    Proceedings   and  Addresses, 

1916,  pp.  379-83- 
LiPPOLD,  W.  H.     National  Leadership  in  Commercial  Education,  the  Great 

Present-Day    Need.     Kentucky    Educational    Association    Proceedings, 

1916,  p.  218. 
LuTZ,  R.  R.     Wage  Earning  and  Education.     Summary,  Cleveland  Founda- 
tional Survey.     1919. 
Lyons,  J.  A.    Pedagogy  of  Commercial  Branches.    Chicago:    Powers  and 

Lyons,  1903. 
Maxwell,  Willl^m  H.    Commercial  Education.    New  York  Chamber  of 

Commerce  Press,  1898. 
Mead,  George  H.     City  Club  of  Chicago.    Report  on  Vocational  Training. 

Chapter  i  on  commercial  training. 
Nicholas,    F.    G.     Federal    Aid    for    Commercial    Education.    Vocational 

Summary,  I  (February,  1919),  9. 
Owen,  William  Bishop.    Educational  Value  of  High-School  Commerical 

Coiu:ses.     National  Education  Association  Journal  of  Proceedings  and 

Addresses,  191 2,  pp.  1051-56. 
Packard,  S.  S.    Business  Education:  Its  Place  in  the  American  Curriculum. 

National   Education   Association   Journal   Proceedings   and   Addresses, 

1892,  pp.  46-49. 
Preliminary  Statements  by  Chairmen  of  Committees  of  Commerce  of  National 

Education  Association  on  the  Reorganization  of  Secondary  Education. 

Bureau  of  Education,  Bulletin  No.  41,  1913,  pp.  75-77- 
Reed,  James  C.    Psychology  of  Commercial  Subjects.     Commercial  Teacher, 

I  (1917),  2. 

Rettenhouse,  Charles  F.  Commercial  Education.  Business  Educator, 
XXIII,  20. 

Robison,  Emily.  Vocational  Education  and  Guidance  of  Youth.  An  out- 
line for  study.    H.  W.  Wilson  Co.,  191 7.    Pp.  26-30. 

Schoch,  Parke.  Intent  and  Scope  of  Commercial  Education  in  the  Business 
College  and  the  Secondary  Schools.  New  York  Commercial  Teachers' 
Association,  1902. 

Smith.    The  High  School.    Sturgis  &  Walton,  1916.   Commercial  education, 

PP-  337-38. 
Snedden,    David.     Problems   of   Secondary   Education.     Houghton,    191 7. 

Chap.  ix.    To  Principals  of  Commercial  High  Schools. 
Standards  of  Business  Education.    National  Associated  Schools  of  Scientific 

Business.     School  and  Society,  I,  535-37. 


APPENDIX  83 

Stout,  John  Elbert.    The  High  School.     Heath,  1914.     Commercial  sub- 
jects, pp.  180-84  ff. 
Stuart,    R.    R.     Specially    Prepared    and    Incidental    Business    Training. 

National  Education  Association  Journal  of  Proceedings  and  Addresses, 

1913,  pp.  626-32. 
Thompson,  C.  A.     Some  Ways  in  Which  Teaching  of  Commercial  Subjects 

Can  Be  Vitalized  and  Motivated.    Journal  of  New  York  State  Teachers' 

Association,  V  (1918),  149. 
Thompson,  F.  V.    Reports  of  Commissioner  of  Education,  19x5,  I,  279-93; 

1916, 1,  219-36. 
.     Commercial  Education  in  Public  Secondary  Schools.    World  Book 

Co.,  1915. 
United  States  Bureau  of  Education,     Bulletin,  1913,  pp.  33-48.    Bulletin 

No.  41  on  the  Reorganization  of  Secondary  Education.     Statement  of 

Chairman  of  Committee  on  Business,  pp.  75-79- 
Vocational  Secondary  Education.    U.S.  Bureau  of  Education,  Bulletin  No. 

21,  1916,  pp.  17  ff. 
Walters,  J.  M.    Need  of  Federal  Aid  for  Commercial  Education.    Voca- 
tional Education  (April,  1919),  I,  16-17. 
West,  Herbert  S.     Commercial  Work  in  the  Secondary  School.     New  York 

State  Teachers'  Association  Proceedings,  1907.     University  of  the  State 

of  New  York,  Education  Department,  Bulletin  No.  424,  May,   1918, 

pp.  196-203. 
Williams,  L.  L.     Proper  Relations  of  Private  and  Public  Commercial  Schools. 

National  Commercial  Teachers'  Federation,  1910. 
Wilt,  A.  D.    A  High-School  Readjustment.    Journal  of  Education  (May 

17,  1906),  LXIH,  538. 
WiNSHiP,  A.  E.     Commercial  Teaching  in  the  High  Schools.     Journal  of 

Education  (January  27,  19 10),  LXXI,  90. 

II.    REFERENCES  ON  SPECIAL  SUBJECTS  IN  THE  CURRICULUM 

a)     Social  Science  in  General 

Berkeley,  California,  High  School.  Plan  for  Study  of  Civics  and  Social 
Sciences  in  the  Elementary  Schools  and  High  Schools. 

Clark,  Lotta  A.  Social  Education  in  the  High  School.  Journal  of  Educa- 
tion (July  17,  1913),  LXXVIII,  73-74- 

Dopp,  Katherine  E.     Early  Cave  Men.     Rand  McNally,  1905. 

.     Early  Sea  People.     Rand  McNally,  1906. 

.    Early  Shepherds  and  Farmers.    Rand  McNally,  1906. 


84  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

Ellwood,  Charles  A.    The  Place  of  Social  Sciences  in  Education.    School 

Review  (September,  1907),  XV,  544-49- 
Hill,  Howard  C.    The  Social  Sciences  in  the  University  High  School.    School 

Review  (November,  1919),  XXVII,  680-94. 
Finney,  Ross  L.    Social  Science  in  the  Jimior  High  School.    Journal  of 

Education  (December  20,  191 7),  LXXXVI,  633-34. 
,     Social  Science  in  Secondary  Schools.     North  Dakota  Education 

Association  Proceedings,  1915,  pp.  56-61. 
Fisher,  Charles  A.    A  Course  of  Study  in  Economics  and  Social  Science 

for  Juniors  and  Seniors  in  High  School.     Educational  Administration 

and  Supervision  (November,  1919),  V,  435-45. 
French,  A.  N.    A  Study  of  Social  Sciences  in  the  Schools  of  Oregon.    Oregon 

Teachers'  Monthly  (February,  1918),  XXII,  384-86. 
Goodwin,    Frank   P.    Social   Science   Courses   for    Commercial   Students. 

History  Teachers'  Magazine  (October,  1912),  III,  180-81. 
Gray,    Mason  D.    The   Socialization   of   the   Classics.     Classical   Weekly 

(December  18,  1914),  X,  73-78- 
HOLLISTER,  H.   A.     Social  Science  in  the  High  Schools.     School   Review, 

XIV  (1906),  379-81. 
Inglis,  Alexander.    Principles  of  Secondary  Education.    Houghton,  1918. 

Social  sciences,  chap.  xvi. 
KiNGSLEY,  Clarence  D.    The  Study  of  Nations;  Its  Possibilities  as  a  Social 

Study  in  High  Schools.     School  and  Society,  III,  37-41. 
Lawson,  Mary  E.    The  Socialization  of  Language  Study  in  the  Junior  High 

School.     Pedagogical  Seminary,  XXIII,  76-85. 
Leavitt,  F.  M.,  and  Brown,  Edith.    Elementary  Social  Science.     Mac- 

millan,  191 7. 
Lewis,  Howard  T.    The  Social  Sciences  in  the  Secondary  Schools.    School 

Review,  XXIII  (1915),  455-64- 
Lull,  Herbert  G.    Social  Core  of  the  High-School  Curriculum.     School 

Review  (January,  191 8)  XXVI,  7-17. 
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Elementary  Schools  and  High  Schools. 
Melcher,  B.  F.     Social  Sciences  in  the  High  School.     Southeast  Missouri 

Teachers'  Association,  1916,  p.  81. 
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Committees  of  Commission,  on  the  Reorganization  of  Secondary  Educa- 
tion. Bureau  of  Education,  Bulletin  No.  41,  1913.  Also  National 
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26,  491-96. 


APPENDIX  8$ 

National  Education  Association.  Commission  on  Reorganization  of  Secon- 
dary Education.  Report  of  the  subcommittee  on  social  studies  in 
secondary  education,  1916.  Bureau  of  Education,  Bulletin  No.  28,  1916. 
A.  W.  Dunn. 

Newlon,  J.  H.  Social  Science  in  the  Reorganized  High  School.  University 
of  Illinois,  High  School  Conference  Proceedings,  1915,  pp.  57-61. 

New  Jersey  Department  of  Public  Instruction,  Trenton,  New  Jersey.  Teach- 
ing of  Social  Studies,  Including  History.  1916.  Bibliography,  pp. 
125-32. 

Snedden,  David.  Social  Studies  in  Secondary  Education.  History  Teachers' 
Magazine  (January,  1917),  VIII,  3-25. 

.     Social  Studies  in  High  Schools.     School  and  Society  (December  2, 

1916),  IV,  850-51. 

.  To  the  Teacher?  of  Social  Science.  Problems  of  Secondary  Educa- 
tion.    Houghton.     Chap,  xvii,  pp.  205-19. 

History  and  Other  Social  Sciences  in  the  Education  of  Youths 


from  Twelve  to  Eighteen  Years  of  Age.  School  and  Society  (March  10, 
17,  1917),  V,  271-81,  307-15- 

Stout,  John  Elbert.    The  High  School.    Heath,  19 14.    Pp.  111-25. 

Stowe,  a.  M.  Social  Science  Teaching  in  Ohio  High  Schools.  School  and 
Society  (December  i,  191 7),  VI,  659-60. 

Vincent,  G.  E.  Social  Science  and  the  Curriculum.  National  Education 
Association  Journal  of  Proceedings  and  Addresses,   1901,   pp.    124-31. 

Young,  James  R.  Reorganization  of  the  High-School  Curriculum.  Educa- 
tional Review  (February,  1917),  LIII,  122-36. 

b)     Civics 

American  Political  Science  Association  Committee  of  Five.  Report  on  Instruc- 
tion in  American  Government  in  Secondary  Schools.     190S. 

.     Committee  of  Seven.    Report  on  Teaching  of  Government.     Mac- 

millan,  1916. 

Ames,  Edgar  W.  A  Method  of  Teaching  Municipal  Government.  History 
Teachers'  Magazine  (April,  191 2),  III,  84-86. 

Anderson,  W.  L.  Value  of  a  Well-Balanced  Course  in  Commerce  and 
Industry.    Journal  of  Education  (April  16,  1914),  LXXIX,  433. 

Barnard.  Teaching  of  Civics  in  the  Elementary  and  Secondary  Schools. 
National  Education  Association  Journal  Proceedings  and  Addresses, 
1913,  pp.  84-90. 

Berkeley,  California,  High  School.  Plan  for  the  Study  of  Civics  and  Social 
Sciences  in  the  Elementary  Schools  and  High  Schools. 


86  SOCIAL  STUDIES  IN  SECOND.\RY  SCHOOLS 

Bourne,  H.  E.  The  Teaching  of  History  and  Civics  in  Elementary  and 
Secondary  Schools.    Longmans,  191 2. 

Bowman,  E.  The  Teaching  of  History  and  Civics  in  Elementary  and  Second- 
ary Schools.    Longmans,  1902. 

Brogan,  Anna  H.  Civics  and  Economics  in  the  High  School.  Teaching 
(February  15,  191 7),  HI,  No.  4,  25. 

Davis,  J.  B.  Teaching  of  Mimicipal  Government  in  High  Schools  of  Our 
Larger  Cities.     National  Conference  City  Government,  1903.     P.  231. 

Davis,  M.  M.    Better  Civic  Teaching.    Journal  of  Education  (April  7, 1910), 

LXXI,  376-77. 

DiCKMAN,  C.  C.  Elementary  Economics  as  Part  of  a  Course  in  Civics.  Uni- 
versity ot  Illinois,  School  of  Education,  High  School  Conference  Proceed- 
ings, 191 5,  XV,  354. 

Dunn,  A.  W.  Civic  Education  through  Discussion.  Journal  of  Education 
(July  9,  1914),  LXXX,  38. 

.    Training  in  the  Duties  of  Citizenship.     Massachusetts  Board  of 

Education,  Bulletin  No.  8,  1917. 

Haines,  C.  G.  Suggestions  for  the  Teaching  of  Civics  in  High  Schools  of 
Texas.     University  of  Texas,  1916. 

Hathaway,  W.  H.  A  Course  in  Socialized  High-School  Civics.  Riverside 
High    School,    Milwaukee,    Wisconsin.     School   Review,    XXV    (1918), 

731-43- 

Hill,  E.  E.  Dynamic  Civics.  High  School  Conference  Proceedings.  Uni- 
versity of  Illinois,  Bulletin  No.  19  (191 7),  XIV,  296. 

Hill,  Howard  C.  Community  Civics.  Journal  of  Education  (November 
13,  1919),  XC,  479-81. 

HuNSACKER,  A.  F.  Civics  in  Secondary  Schools.  Education  (December, 
191 2),  XXXIII,  228-37. 

Instruction  in  Civics  in  Elementary  and  High  Schools.  National  Conference 
City  Government,  1909,  p.  380. 

Jersey  City,  Department  of  Education.  Courses  of  Study  in  Civil 
Government. 

JuDD,  Charles  H.    The  Teaching  of  Civics.    School  Review,  XXVI  (1918), 

S11-15. 
Krey,  a.  C.     Suggestions  for  the  Teaching  of  History  and  Civics  in  the  High 

School.     University  of  Texas,  191 1. 
Lange,  Alexis  F.    A  Junior-College  Department  of  Civic  Education.     School 

and  Society,  II,  442. 
LoEB,  Isidore.    Aims  and  Methods  of  Teaching  Civics  in  Elementary  and 

Secondary   Schools.     Southern   Educational   Review   (February,    1906), 

n,  736-45- 


APPENDIX  87 

LuETSCHER,  George  D.     Suggestive  Methods  of  Instruction  in  Citizenship. 

American  City  (October,  1919),  XXI,  322-25. 
McCoRD,   W.   E.     Instruction  in   Civics.    Business  Education  Association 

Proceedings,  1890. 
Marshalltown,  Iowa.    Plan  for  the  Study  of  Civics  and  Social  Sciences  in  the 

Elementary  Schools  and  High  Schools. 
Monroe,  Paul.     Principles  of  Secondary  Education.     Chaps,  xiv  and  xx. 

Macmillan,  1914. 
National    Conference   City    Government,    1905.     Instruction   in    Municipal 

Government  in  Secondary  and  Elementary  Schools.     Bibliography  and 

discussion,  p.  256. 
National  Education  Association  Committee  on  Reorganization  of  Secondary 

School  Education.     The  Teaching  of  Community  Civics.     United  States 

Bureau  of  Education,  Bulletin  No.  23,  1915. 
Newark,  New  Jersey,  High  Schools.     Pamphlets  Issued  by  the  Civics  Depart- 
ment Relative  to  the  Industries  of  Newark.     Bulletins  were  used  as  texts 

in  civics. 
New  York  High  Schools  in  Community  Civics.     Outlook  (beginning  November 

5,  1919)- 
Nightengale.    Teaching    of    Civics    in    the    Secondary    Schools.    School 

Review,  XVHI  (1910),  274-75. 
Preliminary  Statements  by  Chairman  of  Committees  of  Commerce  of  National 

Education    Association    on    Reorganization    of    Secondary    Education. 

Bureau  of  Education,  Bulletin  No.  41,  1913,  pp.  18-22. 
Rengdahl.     High-School      Course      in      Citizenship.     School      Education, 

XXXVIII  (1918),  3. 

Sanford,  Albert  H.     Correlation  of  American  History  and  Civics.     History 

Teachers'  Magazine,  I,  63. 
Sheppard,  J.  J.     Municipal  Civics  in  Elementary  and  High  Schools.    History 

Teachers'  Magazine  (December,  1909),  I,  99. 
Stryker,   Florence  E.    Civics  in   the  High   School.    History  Teachers' 

Magazine,  III,  12. 
Sullivan,  James.     Civics:    Principles  of  Secondary  Education.     Edited  by 

Paul  Monroe.     Macmillan,  1914. 
Teaching  Citizenship — A  Series  of  Articles  on  Various  Phases  of  the  Subject. 

Historical  Outlook  (June,  1919)  X,  No.  6,  323-39. 
Todd,  E.  S.     Economical  Bases  for  Civics  Teaching.     Education  (March- 
April,  191 2),  XXXII,  436-44,  478-84. 
Two  Rivers,  Wisconsin,  High  School.     Plan  for  Teaching  Civics  and  Social 

Sciences  in  the  Elementary  and  High  Schools. 


88  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

United  States  Bxireau  of  Education.  Civics  Education  Series.  Community 
Civics — What  Is  It?  What  Training  for  Citizenship  Means.  Civic 
Education  in  Schools.  Civic  Education  in  Secondary  Schools.  Social 
Study  in  Secondary  Schools  (No.  41,  1913).  Civics  Material  in  Govern- 
ment Publications  (No.  47,  1913). 

Welling,  R.  W.  G.  Teaching  of  Civics  and  Good  Citizenship  in  Our  Public 
Schools.    Educational  Association,  1903,  p.  98. 

Wilson,  Woodrow.  Why  Teachers  Shoxild  Study  the  Principles  of  Our 
Government.     South  Carolina  Education  (October,  1919),  I,  3. 

WoLFSOM.  The  Teaching  of  Current  History,  Economics,  and  Civics. 
Association  of  History  Teachers  of  Middle  States  and  Maryland,  1916, 

P-39- 

Textbooks^ 

Ashley,  R.  L.    American  Government.    Macmillan,  1913. 

Bailey,  Carolyn  Sherwin.    What  to  Do  for  Uncle  Sam.     Chicago:    A. 

Flanagan,  1918. 
Beard,  C.  A,    American  City  Government.     Century,  191 2. 

.    American  Government  and  PoHtics.     Macmillan,  19 14. 

.    American  Citizenship.     Macmillan,  191 5. 

Boynton,  Frank  David.    School  Civics.     Ginn,  1919. 

Bryce,  James.    American  Commonwealth.    Macmillan,  1906. 

Fitch,   C.   E.    New  Civil   Government  of   the  United   States.    American 

Book  Co. 
FoRMAN,  S.  E.    The  American  Republic.     Century,  191 1. 

.    Essentials  in  Civil  Government.    American  Book  Co.,  1914. 

.    Advanced  Civics.     Century,  1915. 

FuRST,  S.  W.    Outlines  of  Civil  Government.     Pennsylvania,  New  Jersey, 

and  Maryland.     Christopher  Sower  Co.,  1917. 
Garner,  J.  W.     Government  in  the  United  States.     1913. 
Giles,  Frederick  Mayer,  and  Giles,  Imogene  Kean.    Vocational  Civics. 

Macmillan,  1919. 
GooDNOW,  F.  J.     Municipal  Government.     Century,  1919. 
GuiTTEAU,  W.  B.    Government  and  Politics  in  the  United  States.    Houghton, 

1911. 
Haskin,  Frederick  J.    The  American  Government.    Lippincott,  1912. 
Howard,  G.  F.    Outlines  in  Civil  Government  for  North  Dakota  and  the 

United  States.     St.  Paul,  Mirmesota:  G.  F.  Howard. 

» The  text  and  reference  books  listed  under  these  special  subjects  are  by  no  means 
complete.  These  lists  contain  books  being  used  in  commercial  courses  and  serve 
mainly  as  an  index  to  the  types  of  books  now  in  use. 


APPENDIX  89 

HoxiE,  C.  D.    How  the  People  Rule.     Revised  and  adapted  to  the  use  of 

public  schools  of  Connecticut.     1916.     Siloes. 
James  and  Sanford.     Government   in    State  and  Nation.     Scribner,  1914. 
Kaye,  p.  L.    Readings  in  Civil  Government.     Century,  19 10. 
Keith,    C.    A.     Notes    and    Outlines    in    Civil    Government.    Richmond, 

Kentucky:  C.  A.  Keith,  1915. 
KiNGSLEY,  N.  E.,  and  Palmer,  F.  H.    Pupils'  Outlines  in  Elementary  Com- 

mimity  Civics.     Palmer,  19 18. 
McCleary,  James  T.     Studies  in  Civics.    American  Book  Co.,  1908. 
Macy,  Jesse.     First  Lessons  in  Civil  Government.     Ginn,   1894. 
Maltby,  Albert  E.    American  Citizen  in  Pennsylvania.    American  Book  Co, 

.    Elementary  Civics  for  Pennsylvania.    American  Book  Co.,  1915. 

Moses,  Bernard.  The  Government  of  the  United  States.  Appleton,  19 10. 
MuNRO,  William  B  .  The  Government  of  American  Cities .  Macmillan,  1 9 1 6 . 
New  York  State  University.     Syllabus  for  Secondary  Schools.     19 10. 

.    History  and  Civics.     191 7. 

Peteraian,  a,  L.    Elements  of  Civil  Government,    American  Book  Co., 

1912. 
Regents  of  State  of  New  York.     Syllabus  of  Civics  for  High  School,  1910. 
Reinsch,   p.   S.    Readings  on  American  Federal  and  State  Government. 

Civil  government  with  state  supplements.     Sanborn,  1909. 
Smith,  J.  W.    Training  for  Citizenship.    Longmans,  1907. 
Stickles,  A.  M.    Elements  of  Government.    American  Book  Co.,  1914. 
SwEiN,  Henry  H.     Civics  for  Montana  Students.     Scott  Foresman,  191 2. 
TowNSEND,  Calvin.     Shorter  Course  in  Civil  Government.    American  Book 

Co.,  1912. 
United  States  Bureau  of  Education  Community  Leaflets  Nos.  13-18,    Lessons 

in  Community  and  National  Life. 
Wenchell,  S.  R.    a  Civic  Manual  for  Chicago,  Cook  County,  and  Illinois. 

A.  Flanagan  Co.,  1910, 
WiLLOUGHBY,  W.  W,  (ed.),     American  State  Series. 
WiLLOUGHBY,  W.  W.     Rights  and  Duties  of  Citizenship. 
Young,  Andrew  W.    Government  Class  Book.    Merrill,  1901. 


c)     Economics 

Brogan,  Anna  H.     Civics  and  Economics  in  High  Schools.    Teaching,  III 

(1917),  No.  4,  25. 
BuRCH,  H.  R.    The  Correlation  of  History  and  Economics.    Association  of 

History  Teachers  of  Middle  States  and  Maryland,  1908,  p.  54. 


90  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

Clark,  J.  B.    Teaching  Economics  to  Children.    Journal  of  Political  Economy 

(June,  1 910),  XVIII,  432-34- 
Clow,  F.  R.    Economics  as  a  School  Study.    American  Economics  Associa- 
tion.    Economic  Studies,  Vol.  Ill,  No.  i. 
CooLEY,  E.  G.    Shall  We  Teach  Economics  in  Our  Schools?    Journal  of 

Education  (December  2,  1909),  LXX,  571. 
Daggett,  Stuart.    Method  and  Scope  of  High-School  Economics.    History 

Teachers'  Magazine  (October,  1912),  III,  172-76. 
DiCKMAN,  C.  C.     Elementary  Economics  as  a  Part  of  a  Course  in  Civics. 

University  of  Illinois,   School  of  Education,   High  School   Conference 

Proceedings  (1915)  XV,  354. 
Dixon,  F.  H.    Teaching  Economics  in  the  Secondary  Schools.     National 

Herbart  Society,  Third  Yearbook,  1897,  pp.  128-37.    Also  School  Review 

(January,  1898),  VI,  17-27. 
Economics.     Editorial,  History  Teachers'  Magazine,  II,  164. 
Ely,    R.    T.     Economics    in    Secondary    Education.     Educational    Review 

(September,  1900),  XX,  152-58. 
Fisher,  Charles  A.    A  Course  of  Study  in  Economics  and  Social  Science  for 

Juniors  and  Seniors  in  High  School.     Educational  Administration  and 

Supervision  (November,  1919),  V,  435-45. 
GuNTON,  George.    Economics  in  the  High  Schools.    National  Education 

Association  Journal  Proceedings  and  Addresses,  1901,  pp.  131-37. 
Haynes,  John.     Economics  in  the  Secondary  Schools.     Houghton,  1914. 
.    Economics  in   Secondary   Schools.     Education   (February,    1897), 

XVII,  331-42. 

Herrick,   C.  a.    Economics  in  the  Commercial  High  School.    National 
Education  Association  Journal  Proceedings  and  Addresses,   1916,  pp. 

375-79- 
Hunt,   Rockwell.    Economics   in   the  High   School.    Sierra   Educational 

News  (May,  1919),  XV,  239-42. 
Litman,  S.    Analysis  of  a  Course  in  Elementary  Economics.    Journal  of 

Political  Economy,  XVII,  685-88. 
Lowell,  C.  E.     High-School  Economics.     California  High  School  Teachers' 

Association  Proceedings,  191 5,  pp.  130-38. 
Manchester,  O.  L.    The  High-School  Course  in  Economics.    Journal  of 

Political  Economy  (November,  1911),  XIX,  750-59. 
.    Economics    in    the    Public    Schools.    Normal    School    Quarterly 

(1908),  VII,  29. 
Meade,  E.  S.    The  Present  Status  of  the  Teaching  of  Economics  in  High 

Schools.     Association  of  History  Teachers  of  the  Middle  States  and 

Maryland  Proceedings,  1911,  pp.  19-28. 


APPENDIX  91 

Miller,  S.  T.,  Jr.  The  Teaching  of  Economics  in  the  High  School.  Cali- 
fornia High  School  Teachers'  Association  Proceedings,  1916,  pp.  106-12. 

National  Education  Association.  Preliminary  Statements  by  Chairman  of 
Committees  of  Commission  on  the  Reorganization  of  Secondary  Educa- 
tion. H.  R.  Burch,  chairman.  Bureau  of  Education  Bulletin  No.  41, 
1913,  pp.  24-26. 

New  Jersey  Department  of  Public  Instruction.  Economics.  The  Teaching 
of  Social  Studies,  Including  History.  High  School  Series  No.  4  (1916), 
pp.  115-24. 

O'Hara,  Frank.  Content  of  the  Curriculum  in  Economics.  Catholic  Educa- 
tional Association,  XIV,  No.  i,  155. 

Phillips,  J.  B.  Economics  in  the  High  Schools.  Education,  XXV  (1905), 
428-34. 

Post,  L.  F.  Economics  in  High  Schools.  National  Commercial  Teachers' 
Federation,  1910. 

PuGH,  A.  L.  Local,  Industries  as  a  Basis  for  an  Introductory  Course  in 
Economics.     History  Teachers'  Magazine  (December,   1909),  I,   76-77. 

.     Report  of  the  Committee  on  the  Teaching  of  Economics  in  High 

Schools.  Association  of  History  Teachers  of  the  Middle  States  and 
Maryland  Proceedings,  1912,  pp.  17-18.     Discussion,  pp.  19-22. 

Report  on  Economics  in  Secondary  Schools.  American  Economic  Review 
(March,  191 8),  VIII,  308-12. 

ScROGGS,  William  C.  The  Need  of  Economics  in  the  High  School.  Louis- 
iana School  Work  (November,  1914),  III,  39-42. 

Seligman,  E.  Economics.  Principles  of  Secondary  Education.  Edited  by 
Paul  Monroe.     Macmillan,  1914. 

Smith,  Walter  R.  The  Future  of  Economics  and  Social  Studies  in  the  High 
School.     Kansas  School  Magazine  (February,  1912),  I,  70-81. 

Speirs,  F.  W.  Ideals  and  Methods  of  Economic  Training.  National  Educa- 
tion Association  Journal  of  Proceedings  and  Addresses,  1901,  pp.  137-43. 

Stanton,  B.  F.  Economics  in  the  Secondary  Schools.  Ohio  College  Associa- 
tion Transactions,  191 5,  pp.  83-87. 

Sullivan,  James.  The  Present  Status  of  Teaching  of  Economics.  Ninth 
Annual  Convention  of  the  Association  of  History  Teachers  of  Middle 
States  and  Maryland,  191 1. 

SwANSON,  Dean.  Importance  of  Economics  in  Business.  University  of 
Illinois,  School  of  Education  Bulletin.  High  School  Conference  Proceed- 
ings (191 7),  XIX,  150-53. 

Thurston,  E.  L.  Methods  of  Teaching  Economics  in  Secondary  Schools. 
Scott  Foresman. 


92  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

Thwing,  Charles  F.    Teaching  of  Political  Economy  in  the  Secondary  School. 

National  Education  Association  Journal  Proceedings  and  Addresses,  1895, 

pp.  370-74. 
TiLDSLEY,  John  L.    Economics  and  the  Teacher  of  Economics  in  the  New  York 

City  High  Schools.     Bulletin  of  High  Points  in  the  Work  of  the  High 

School  of  New  York  City  (March,  1919),  I,  3-7. 
.    The  Practical  Management  of  a  High-School  Course  in  Economics. 

Ninth  Annual  Convention  of   the  Association  of  History  Teachers  of 

the  Middle  States  and  Maryland,  191 1,  pp.  30-36. 

Study  of  Social  Industry  and  Trade.     National  Education  Associa- 


tion Journal  Proceedings  and  Addresses,  1905,  pp.  682-88. 
WoLFSON,  Arthur  W.     Social  and  Economic  Conditions  in  Medieval  England. 

History  Teachers'  Magazine  (November,  19 10),  II,  63-64. 
.    Teaching  of  Current  History,  Economics  and  Civics.     Proceedings 

Association  of  History  Teachers  of  Middle  States  and  Maryland,  1916, 

P-  39- 

Textbooks 

Adams,  H.  C.  Description  of  Industry:  An  Introduction  to  Economics. 
Holt,  1918. 

Blackman,  F.  W.  Economics  for  High  Schools  and  Academies.  Macmillan, 
1907. 

Bullock,  C.  J.  Introduction  to  the  Study  of  Economics.  Silver,  Burdett  & 
Co.,  1908. 

.  Elements  of  Economics.  Silver,  Burdett  &  Co.,  1913.  Also  Intro- 
duction to  Economics. 

Burch,  H.  R.,  and  Nearing,  Scott.  Elements  of  Economics,  with  Special 
Reference  to  American  Conditions,  for  Use  of  High  School.  Macmillan, 
1917. 

Clay,  Henry.  Economics:  An  Introduction  for  the  General  Reader.  Mac- 
millan, 1916. 

Davenport,  H.  J.    Outlines  of  Elementary  Economics.    Macmillan,  1919. 

Ely,  R.  T.,  and  Wicker,  G.  R.  Elementary  Principles  of  Economics.  Mac- 
millan, 1 91 7. 

Laing,  Graham  A.     Introduction  to  Economics.     Gregg  Pubhshing  Co.,  1919. 

Laughlin,  J.  L.     Elements  of  Political  Economy.    American  Book  Co.,  1915. 

Macvane,  S.  M.  Working  Principles  of  Political  Economy.  New  York: 
Merrill,  1897. 

New  England  Teachers'  Association.  Five  Hundred  Questions  in  Economics 
for  Use  in  Secondary  Schools.    Heath,  1916. 


APPENDIX  93 

Smith,  W.  S.    Economics:  A  Textbook  for  Use  of  High  Schools,  Colleges,  and 

Universities.     Roxburgh  Publishing  Co.,  1918. 
Steele,  G.  M.     Rudimentary  Economics  for  Schools  and  Colleges.    Leach, 

Shewell  &  Sanborn,  1890. 
Thurston,  H.  W.     Economics  and  Industrial  History  for  Secondary  Schools. 

Scott,  1900. 
United   States  Bureau  of  Education.    Teaching  Material  in   Government 

Publications.     Bulletin  No.  47. 
Walker,  F.  A.     First  Lessons  in  Political  Economy.    Holt,  1890. 

d)     History  (Only  as  Closely  Related  to  Commercial  Education) 

American  Historical  Association.     Committee  of  Seven.     The  Study  of  History 

in  Schools.     Macmillan,  1909. 

.    The  Study  of  History  in  Schools.     Macmillan,  1906. 

.     Committee  of  Eight.    The  Study  of  History  in  the  Elementary 

Schools.     1909.     Scribner. 
.     Committee  of  Five.     The  Study  of  History  in  Secondary  Schools. 

1912. 
Beatman,  a.  S.     Should  the  Curriculum  in  History  for  Vocational  Students 

Differ  from  That  for  Academic  Students?    Proceedings  Association  of 

History  of  the  Middle  States  and  Maryland  (1917),  XV,  61. 
Bowne,  E.    The  Teaching  of  History  and  Civics  in  the  Elementary  and 

Secondary  Schools.    Longmans,  1902. 
.     History.     Principles    of    Secondary   Education.     Edited    by   Paul 

Monroe.     Macmillan,  1914. 
Bryan,  E.  A.    The  Economic  Interpretation  of  History.    National  Education 

Association  Journal  Proceedings  and  Addresses,  1899,  pp.  186-96. 
Burch,  H.  R.     The  Correlation  of  History  and  Economics.     Proceedings 

Association  of  History  Teachers  of  Middle  States  and  Maryland,  1908, 

P-  54- 
Cromwell,  Lincoln.    What  Profits  Arise  from  Study  of  History,  from  Point 

of  View  of  Commerce.     Proceedings  Association  of  History  Teachers  of 

Middle  States  and  Maryland,  1916,  p.  18. 
Davidson,    Walter    B.     The    History    Teachers'    Patriotic    Opportunity. 

Educational  Review  (February,  1918),  LV,  111-16. 
Ellwood,  C.  a.    How  History  Can  Be  Taught  from  a  Sociological  Point  of 

View.     Education  (January,  1910),  XXX,  300-306. 
Herrick,  Cheeseman  a.     History  in  the  Curriculum  of  the  Commercial 

High  School.     National  Education  Association  Journal  Proceedings  and 

Addresses,  1903,  pp.  720-26. 


94  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

Johnston,  Charles  Hughes.    A  Proposed  Reorganization  of  History  Courses 

in  High  Schools.     University  of  Illinois,  School  of  Education,  High  School 

Conference  Proceedings  (1917),  XVII,  290-96. 
King,  Irving.    Education  for  Social  Efficiency.    Appleton,  1913.    Socialized 

history,  pp.  194-96. 
Krey,  a.  C.    Suggestions  for  the  Teaching  of  History  and  Civics  in  the 

High  School.     University  of  Texas,  191 1. 
Leavitt,  Frank,  and  Brown,  Edith.    Pre-vocational  Education  and  Public 

Schools.     Houghton,  19x5.    History,  chap.  viii. 
.    History  for  Pre-vocational  Boys.    Elementary  School  Journal,  XV, 

463. 
MacFarland.    Economic  Interpretation  of  History.     School  and  Society,  I, 

788. 

National  Education  Association  Committee  of  Ten  on  Secondary  School 
Studies.  Report  of  the  Madison  Conference  on  History,  Civil  Govern- 
ment, and  Political  Economy.     1892,  1893. 

Preliminary  Statements  by  Chairmen  of  Committees  of  Commission  of 
National  Education  Association  on  Reorganization  of  Secondary  Educa- 
tion.   Bureau  of  Education  Bulletin  No.  41,  1913,  pp.  23-24. 

Sanpord,  Albert  H.  Correlation  of  American  History  and  Civics.  History 
Teachers'  Magazine  (November,  1909),  I,  63-64. 

Snedden,  David.  Problems  of  Secondary  Education.  Houghton,  191 7. 
Chap,  xvi.  To  Teachers  of  History. 

SwiGGETT,  Glen  L.  Training  for  Foreign  Service:  How  History  May  Aid. 
Educational  Review  (April,  1918),  LV,  271-83. 

Traner,  Fred  W.  Socializing  the  Study  of  History.  School  Review,  XXV 
(1917),  714-21. 

Trenton,  New  Jersey,  Department  of  Public  Instruction.  Teaching  of 
Social  Studies  and  History.     1916. 

ViOLETTE,  E.  M.  Setting  the  Problem.  History  Teachers'  Magazine 
(October,  1912),  III,  181-82. 

WoLFSON,  A.  W.  The  Teaching  of  Current  History,  Economics,  and  Civics. 
Proceedings  Association  of  History  Teachers  of  Middle  States  and  Mary- 
land, 1916,  p.  39. 

Textbooks 

Bland,  A.  E.,  Brown,  P.  A.,  Tawney,  P.  H.    English  Economic  History. 

London:  G.  Bells  and  Sons,  1914- 
Bogart,  E.  L.    Economic  History  of  the  United  States.    Longmans,  1917. 


APPENDIX  95 

BoGART,  E.  L.,  Thompson,  C.  M.    Readings  in  the  Economic  History  of  the 

United  States.    Longmans,  1916. 
Callender,  G.  S.    Selections  from  the  Economic  History  of  the  United  States, 

1 765-1 860.     Ginn,  1909. 
Cheyney,  E.  p.    Introduction  to  Industrial  and  Social  History  of  England. 

London:  Macmillan,  1916. 
CoMAN,  K.     Industrial  History  of  United  States.     Macmillan,  1905. 
Cressy,  E.     Outline  of  Industrial  History.     Macmillan,  1916. 
Day,  Clive.     A  History  of  Commerce.    Longmans,  1910. 
Dewey,  D.  R.     Financial  History.    Longmans,  1903. 
GiBBENS,  H.  deB.     History  of  Commerce.     London:  Macmillan,  1897. 

.    Industrial  History  of  England.    London:   Methuen,  1902. 

Herrick,  C.  a.     History  of  Commerce  and  Industry.     Macmillan,  191 7. 
MooRE,  J.  R.  H.    Industrial  History  of  the  American  People.     Macmillan, 

1913- 

Sanford,  George  W.    Outlines  of  the  History  of  Commerce.    J.  A.  Lyons. 

Taussig,  F.  W.    Tariff  History  of  United  States.    Putnam,  1898. 

Thompson,  C.  M.  A  History  of  the  United  States:  Political,  Social,  Indus- 
trial.    Sanborn,  191 7. 

Thurston,  H.  W.    Economic  and  Industrial  History.     Scott  Foresman,  1899. 

Warner,  G.  T.  Landmarks  in  English  Industrial  History.  London:  Blackie 
and  Sons,  1899. 

Webster,  W.  C.     General  History  of  Commerce.     Ginn,  1918. 

e)     Sociology 

Bate,  W.  G.    An  Experiment  in  Teaching  a  Course  in  Elementary  Sociology , 

(Mankato  High   School,   Minnesota.)     School  Review,  XXIII   (191 5). 

331-40. 
Ellwood,  C.  a.    How  History  Can  Be  Taught  from  a  Sociological  Point  of 

View.     Education  (January,  1910),  XXX,  300-306. 
Freese,  Theron.     The  Teaching  of  Sociology  in  the  High  Schools.     Southern 

California  Sociological  Society.     University  of  Southern  California,  II 

(1917),  No.  I,  I. 
Gillette,  J.  M.    Sociology  as  a  High-School  Subject.    Educational  Review 

(March,  1913),  XLV,  256-62. 
Hill,  E.  E.    The  Value  of  the  Study  of  Society  in  Elementary  and  Secondary 

Schools.     Educational  Bi-Monthly,  III,  129. 
Moore,    Harry    H.    A    High-School    Course    in    Sociology.     Educational 

Review  (March,  1919),  LVII,  No.  3,  1881-93. 


96  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

Textbooks 

Brownell,  H.    Textbook  in  General  Science  and  the  Economics  of  Daily 

Life.     Blakeston,  1918. 
RowE,  H.  K.    Society,  Its  Origin  and  Development.    Scribner,  1916. 
Stewart,  A.    Social  Problems.    Outlines  and  references.    Boston:   Allyn  & 

Bacon,  1917. 
TowNE,  E.  T.    Social  Problems.    Macmillan,  1917. 

f)     Bookkeeping,  Accounting,  and  Commercial  Arithmetic 

Barker,  Eugene  H.    Applied  Mathematics  for  the  High  Schools.    School 

Science  and  Mathematics,  XX  (1920),  v.  No.  i,  46. 
Beck,  H.  C.    What  May  Be  Demanded  of  Our  Public  Schools  and  Business 

Colleges  in  the  Teaching  of  Bookkeeping  and  Accounting.    Michigan 

Schoolmasters'  Club,  1910,  p.  81. 
Brecheen,  Thomas  L.    Practical   Demonstration  of  Relation  of  Modern 

Adding  Machine  to  Accountancy  in  the  High-School  Course.    National 

Education  Association  Journal  Proceedings  and  Addresses,   191 2,  pp. 

1079-84. 
Drucker,  a.   p.   R.    Teaching  Bookkeeping  by  the  Historical   Method. 

School  and  Science,  XX  (1920),  No.  i,  70. 
Fubey,  E.  J.    Accoimting  Courses  in  Preparation  for  Professional  Practice. 

American  Association  of  University  Instructors  in  Accounting,    191 9, 

PP-  49-53. 

Finney,  H.  A.  Commercial  Arithmetic.  University  of  Illinois,  School  of 
Education,  High  School  Conference  Proceedings  (1916),  XVII,  123-26. 

Goodyear,  Samuel  H.  Rapid  Calculation,  Business  Practice,  and  Higher 
Accoimting.  National  Education  Association  Journal  Proceedings  and 
Addresses,  1897,  pp.  804-7. 

.    What   Knowledge  of  Bookkeeping  Should  Be  Guaranteed  by  a 

Diploma.     National   Commercial   Teachers'   Federation,    1913,   p.    187. 

Haskins,  Charles  Waldo.  Essays  on  Accountancy  and  Business  Educa- 
tion.    Harper,  1903, 

Hoole,  G.  G.  Bookkeeping  in  the  High  School.  Business  Educatior,  XXIII 
(1918),  22. 

McKiNSEY,  J.  O.  Accounting  Courses  in  Preparation  for  Business  Manage- 
ment. American  Association  of  University  Instructors  in  Accounting, 
1919,  pp.  53-64. 

Mehan,  J.  M.  Our  Commercial  Arithmetics.  Business  Educators'  Associa- 
tion Proceedings,  1890. 


APPENDIX  97 

Montgomery,  R.  H.    How  Teachers  Can  Increase  the  Efficiency  of  Account- 
ing and  Bookkeeping  Courses.     National  Education  Association  Journal 

Proceedings  and  Addresses,  191 7,  p.  385. 
Packard,  S.  S.     Report  of  Subcommittee  of  Nine  on  Bookkeeping.     National 

Education    Association    Joximal    Proceedings    and    Addresses,     1896, 

pp.  813-19. 
Pelton,  Guy  M.    High-School  Bookkeeping.     University  of  Illinois,  School 

of   Education,    High    School    Conference   Proceedings,    1914.     Bulletin 

No.  13,  pp.  139-41- 
PocoCK,  B.   G.     Bookkeeping  and  Modern  Methods  of  Accounting.    The 

Accountant,  XLIII  (1910),  169-73. 
Robinson,  M.  H.    Accounting  in  Its  Relation  to  Economics.    Journal  of 

Accountancy,  VII  (1909),  282-94. 
ScoviLL,  H.  D.    Bookkeeping  and  Arithmetic.    University  of  Illinois,  School 

of  Education,  High  School  Conference  Proceedings,  191 8,  pp.  152-58. 
ScoviLL,  H.  T.    The  Correlation  of  High  School  and  University  Courses  in 

Bookkeeping   and   Accountancy.    American  Association  of   University 

Instructors  in  Accoimting,  191 7. 
Spencer,  E.    How  to  Teach  the  First  Principles  of  Bookkeeping.     Business 

Educators'  Association  Proceedings,  1890. 
Stevenson,  R.  A.    Accounting  Courses  as  an  Aid  in  Understanding  Economic 

Theory.    American  Association  of  University  Instructors  in  Accounting, 

1 919,  pp.  64-68. 
Stitt,  E.  W.     School  and  Business  Arithmetic.     National  Education  Associa- 
tion Journal  Proceedings  and  Addresses,  1900,  pp.  566-72. 
Taylor,  E.  H.     IMathematics  in  the  Lower  and  Middle  Commercial  and 

Industrial  Schools  of  Various  Countries.     United  States  Bureau  of  Educa- 
tion Bulletin  No.  35,  1915. 
Thurston,  E.  L.     Mathematics  in  Commercial  Work.    National  Education 

Association  Journal  Proceedings  and  Addresses,  1903,  pp.  726-31. 
.     Mathematics  in  Commercial  Work.     School  Review  (September, 

1903),  pp.  585  ff. 
United  States  Bureau  of  Education,  Bulletin  No.   25,   1916.    Accounting, 

pp.  59-60. 
West,  C.  J.     Commercial  Arithmetic.     Ohio  Educational  Monthly,  LXVI 

(1917),  525. 
WiLDMAN,  J.  R.     Relation  between  Secondary  Schools  and  Colleges  with 

Regard    to    Teaching    of    Bookkeeping     and    Accounting.    Wildman, 

32  Waverly  Place,  New  York , 


98  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

WiVEL,  C.  B.  Is  the  Study  of  Bookkeeping  Worth  While?  American  Pen- 
man, September,  1919,  pp.  29-30. 

Textbooks 

Adgie,  William.  Modern  Bookkeeping  and  Accounts.  London:  Mac- 
millan,  1901. 

Allen,  George.  Allen's  Forty  Lessons  in  Practical  Double  Entry  Book- 
keeping.    Broughton  &  Co.,  1886. 

Baker,  J.  W.  Twentieth  Century  Bookkeeping  and  Accounting.  South- 
western Publishing  Co.,  1917,  191 8. 

Barnes,  J.  R.,  and  Sharples,  Alexander.  Elementary  Bookkeeping. 
Macmillan,  1916. 

Bartholomew,  W.  E.    Bookkeeping  Exercises.     Gregg  Publishing  Co.,  191 9. 

Belding,  a.  G.    Accounts  and  Accounting  Practice.    American  Book  Co., 

1915- 

Benton,  C.  W.    Practice  Bookkeeping.    Bogarte  Book  Co.,  1894. 

Bishop,  W.  G.  A  Short  Course  in  Business  Training.  Lincoln,  Nebraska: 
University  Publishing  Co.,  1909. 

Bogle,  A.  M.     Comprehensive  Bookkeeping.     Macmillan,  1905. 

Bookman,  C.  M.    Business  Arithmetic.    American  Book  Co.,  1914- 

Bryant,  H.  B.    The  New  Manual  of  Bookkeeping.    H.  B.  Bryant. 
1885. 

Bryant,  H.  W.    Practical  Bookkeeping.    Bryant  and  Stratton,  1906. 

Cayley,  a.  Principles  of  Bookkeeping  by  Double  Entry.  Cambridge  Uni- 
versity Press,  1894. 

CuRTiss,  C.  C.  The  American  Standard  Bookkeeping.  American  Book 
Co.,  1902. 

DiCKSEE,  L.  R.     The  A.B.C.  of  Bookkeeping.     Longmans,  1908. 

Elsworth,  H.  W.     Bookkeeping  and  Business  Manual.     Merrill  and  Co. 

Gilbert,  A.  L.     Modern  Business  Bookkeeping.     Bobbs-Merrill,  1902. 

Goodwin,  J.  H.  Improved  Bookkeeping  and  Business  Manual.  J.  H. 
Goodwin,  1913. 

Goodwin,  P.  C.    Bookkeeping  Self  Taught.     F.  J.  Drake  and  Co.,  1903. 

Goodyear,  L.  E.  Principles,  Rules  and  Definitions  for  Bookkeeping.  Amer- 
ican Bookkeeping  Series,  191 8.     Goodyear  Marshall. 

Griffith,  J.  B.     Practical  Bookkeeping.     American  Technical  Society,  1918. 

Hoover,  S.  R.     Bookkeeping  and  Accounting  Practice.     A.  W.  Shaw,  1920. 

Klein,  J.  J.     Bookkeeping  and  Accounting.     Appleton,  1917. 

.     Elements  of  Accounting.    Appleton,  191 5. 

Students  Handbook  of  Accounting.    Appleton,  1915. 


APPENDIX  99 

Lyons,  J.  A.     (Revised.)     Bookkeeping.    Lyons  and  Carnahan,  1920. 
Lyons,  J.  A.,  and  Read,  W.  L.     Bookkeeping.    Lyons  and  Carnahan,  1913. 
Lyte,  E.  O.     Practical  Bookkeeping.     C.  Sower  &  Co.,  1891. 
MacFarland,  G.  a.,  and  Rossheim,  I.  D.    A  First  Year  in  Bookkeeping  and 

Accounting.    Appleton,  191 3. 
McKiNSEY,  J.  O.    Bookkeeping  and  Accounting.     Southwestern  Publishing 

Co.    Vol.  I,  1920;  Vol.  II,  1921. 
Meservey,  a.  B.     Bookkeeping,  Single  Entry.    Thompson  Brown  &  Co., 

1882. 
Miner,  G.  W.     Principles  of  Bookkeeping.     Ginn,  1918. 
Miner,  G.  W.,  and  Elwell,  F.  H.     Principles  of  Bookkeeping  (elementary, 

intermediate,  and  advanced  courses).     Ginn,  191 8. 
Montgomery,  J.  L.     Modern  Bookkeeping.     Maynard,  Merrill  &  Co.,  1897. 

.     Modern  Bookkeeping  and  Business  Practice.     Merrill,  1906. 

Moore,  J.  H.    New  Commercial  Arithmetic.    American  Book  Co.,  1907. 
Moore,  J.  H.,  and  Miner,  G.  W.    Accounting  and  Business  Practice.     Ginn, 

1903. 
Neal,  E.  v.,  and  Cragin,  C.  T.    Modern  Illustrative  Bookkeeping.    Amer- 
ican Book  Co.,  1909. 
Pitman,  Sir  Isaac,  and  Sons.    Complete  Bookkeeping.    Pitman  Sons,  1908. 
Powers  and  Loker.     Practical  Exercises  in  Rapid  Calculation.     Merrill, 

1917. 
Rittenhouse,  C.  F.     Elements  of  Accounts.    A.  D.  Maclachlan,  191 5. 
.    New    Modern    Illustrative    Bookkeeping,    Introductory    Course. 

American  Book  Co.,  1918. 
RowE,  H.  M.    Bookkeeping  and  Accountancy.     H.  M.  Rowe  Co.,  191 1. 
Sheaffer,    W.    a.     Metropolitan    System   of   Bookkeeping.     Metropolitan 

Text  Book  Co.,  1914. 
Smith,  O.  S.    Arithmetic  of  Business.    Lyons  and  Carnahan,  191 7. 
Spicer,  E.  v.,  and  Pegler,  E.  C.    Elementary  Bookkeeping.    H.  Milford, 

1914. 
Stevenson,  W.  C.    Introductory  Bookkeeping.    J.  S.  Parks,  1899. 
Thurston,  E.  L.    Business  Arithmetic  for  Secondary  Schools.     Macmillan, 

1913- 
Van  Cleve,  C.  M.     Principles  of  Double  Entry  Bookkeeping.     New  York, 

1913- 
Van  Tuyl,  G.  H.     Complete  Business  Arithmetic.    American  Book  Co.,  1913. 
Vincent,  H.  D.    Vocational  Arithmetic,  Lessons  in  Spelling,  Writing,  and 

Business  Forms.     Houghton,  19 14. 


lOO  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

Wentworth,  G.  H.,  and  Smith,  D.  E.     Commercial  Algebra  I  and  II.    Ginn, 

1919. 
Whigam,  W.  H.     Bookkeeping  and  Business  Practice.     Heath,  1910. 
Williams,  L.  L.,  and  Rogers,  F.  E.    New  Complete  Bookkeeping.    American 

Book  Co.,  1907. 
Williams,  L.  L.,  and  Rogers,  F.  E.    Bookkeeping  and  Commercial  Practice 

Lines.    American  Book  Co. 
Wolff,  Arthur.    Practical  Accounting.    Universal  Business  Institute,  1910. 

g)     Business  English 
Barnes,  Nathaniel  Waring.    How  to  Teach  Business  Correspondence. 

A.  W.  Shaw  Co.,  1916. 
Clapp,  John  M.    Better  Business  Letters  Movement.    The  English  Journal, 

VII,  237. 
Cody,  Sherwin.    Business  English,  What,  Why,  How.    National  Education 

Association  Journal  Proceedings  and  Addresses,  191 1,  pp.  839-45. 
DoLCH,  Edward  W.     Selling  English.    Education,  XXXIX  (1918),  447. 
Ellis,  Carlos  B.    English  in  the  Commercial  Course.    Journal  of  Education 

(December  28,  1916),  LXXXIV,  657. 
Frederick,  O.  D.    Intercommunication  Business  Practice.    National  Educa- 
tion Association  Journal  Proceedings  and  Addresses,  191 2,  pp.  1092-93. 
Frederick,  O.  G.    How  May  the  Generally  Acceded  Lack  of  Preparation  in 
English  Be  Remedied  by  Our  Public  Schools  and  Business  Colleges? 
Journal  of  Michigan  Schoolmasters'  Club,  1910,  p.  77. 
Gardner,  E.  H.    Teaching  Business  Correspondence.    Journal  of  Michigan 

Schoolmasters'  Club,  1918,  p.  105. 
Hannum,  T.  W.    How  I  Would  Introduce  the  Subject  of  Business  Corre- 
spondence to  a  Class  and  Conduct  That  Class.    Business  Educators' 
Association  Proceedings,  1890. 
Heath,  W.  R.    Demands  of  the  Business  World  for  Good  English.    The 

English  Journal,  II,  171. 
Leavitt,  Frank,  and  Brown,  Edith.    Pre-vocational  Education  and  Public 

Schools.    Houghton,  191 5.     English,  chap.  x. 
Lyon,  Leverett  S.    The  Business  English  Situation  in  the  Secondary  Schools. 

The  English  Journal,  VII,  576. 
Lyons,  Marion  C.    My  Experience  with  Business  English.    The  English 

Journal,  II,  312. 
Nichols,  F.  G.    What  English  Is  Commercial  English.    Journal  of  New  York 
State  Teachers'  Association,  IV  (1917),  216. 


APPENDIX  lOI 

Phillips,  M.  A.    An  Experiment  in  Teaching  Business  Correspondence  to  a 

First- Year  High-School  Class.    The  English  Journal,  VII,  125. 
Spencer,    Sara    A.    English    in    Business    Schools.    National    Education 

Association  Jovu-nal  Proceedings  and  Addresses,  1897,  pp.  797-801. 
United  States  Bureau  of  Education.     Report:   Reorganization  of  English  in 

Secondary  Schools.     By  J.  F.  Hosic.     191 7.     Vol.  II. 
Van  der  Veen.     Commercial  English.    University  of  Illinois,   School  of 

Education,  High  School  Conference  Proceedings  (191 7),  XVII,  127-35. 
Wiers,  Charles  R.    How  to  Write  a  Business  Letter.     Gies  &  Co.,  1910. 

Textbooks 

Altmaier.    Commercial    Correspondence    and    Postal    Information.    Mac- 
millan,  1904. 

Baker,  Gladys.    Essentials  of  Business  Enghsh.    Northwestern  Wisconsin 
Teachers'  Association,  1914,  p.  96. 

Baer,  H.  a.    The  Teaching  of  Commercial  Correspondence  in  the  High  School. 
Iowa  State  Teachers'  Association,  1916,  p.  232. 

Bamburgh,  William  Cushing.    Talks  on  Business  Correspondence.    Little 
Brown,  1919. 

Beale,  Charles  C.    Book  of  Business  Letters.    Beale  Press,  1906. 

BuEHLER.     Practical  Exercises  in  English.    American  Book  Co. 

Buhlig,  Rose.     Commercial  English.    Heath,  19 14. 

Cody,  Sherwin.    Good  English  Form  in  Business  Letter  Writing.    Chicago 
School  of  English,  1904. 

Davis,  Roy,  and  Lingham,  Clarence.    Business  English  and  Correspondence, 
Ginn,  19 14. 

Eberhart,  C.  p.    a  Course  in  Practical  Business  Writing.     Ginn,  1916. 

Gallagher,  O.  C,  and  Moulton,  L.  B.    Practical  Business  English.    Hough- 
ton, 191 8. 

Gardner,  Edward  Hall.    Effective  Business  Letters.    Ronald,  1915. 

Hagar,  H.  a.    AppUed  Business  Punctuation  and  AppUed  Business  Corre- 
spondence.    Gregg  Publishing  Co.,  1914. 

Hammond,  Herbert  W.    Style  Book  of  Business  English.    Pitman,  1916. 

Hotchkiss,  G.  B.,  and  Drew,  C.  A.    Business  English.    American  Book  Co., 
1916. 

Kimble,  Elbert  J.    Commercial,  Industrial,  and  Technical  Vocabularies  for 
Stenographers.     San  Francisco:  E.  J.  Kimble  Co.,  1915. 

Knight,  Marietta.    Practical  Work  in  English.    Longmans,  1914- 

Lewis,  William  D.,  and  Hosic,  J.  F.    Practical  English  for  High  Schools. 
American  Book  Co.,  1916. 


102  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

Otto,    W.    M.    Commercial    English    for    Secondary    Schools.     Goodyear 

Marshall,  1918. 
Vincent,  H.  D.    Vocational  Arithmetic,  with  Lessons  in  Spelling,  Writing, 

and  Business  Forms.    Houghton,  1914. 

h)     Commercial  and  Industrial  Geography 
AiTcmsoN,  Alison  E.    Physiography  as  a  Basis  for  Commercial  Geography, 

Botany,  and  History.     Journal  of  Geography  (February,  191 8),  XVI, 

215-18. 
Calkins,  R.  D.    Conmiercial  Geography  from  the  Regional  Point  of  View. 

Journal  of  Michigan  Schoolmasters'  Club,  1918,  p.  113. 
Carpenter,     Frank     O.     Commercial     Geography — The     New     Science. 

National  Education  Association  Journal   Proceedings   and  Addresses, 

1903,  pp.  732-37- 
.    Teaching  of  Commercial  Geography.    Education  (February,  1909), 

XXIX,  345-50. 

Clifford,  Wesley  N.  Commercial  Geography  in  the  Southern  High  and 
Manual  Training  High  School,  Philadelphia.  Journal  of  Geography 
(February,  191 1),  IX,  150-54. 

CusraNG,  Sumner  W.  Industries  as  Studies  for  High-School  Pupils  in  a 
Commercial  Geography  Course.  Journal  of  Geography  (December, 
i9i3),XII,  113-17. 

.  High-School  Commercial  Geography.  Journal  of  Geography  (No- 
vember, 191 6),  XV,  87-91. 

Daly,  Charles  A.  Teaching  Commercial  Geography.  Journal  of  Geog- 
raphy (September,  191 7),  XVI,  7-16. 

General  Survey  of  Economic  Geography.  Journal  of  Geography  (November, 
1917),  XVI,  119-20. 

Goode,  J.  Paul.  Commercial  Geography  as  an  Element  in  Business  Educa- 
tion. Report  of  National  Education  Association  Committee  on  Com- 
mercial Geography  in  Business  Education.  Journal  of  Geography,  XV, 
272-74. 

Gregory,  Keller,  and  Bishop.     Commercial  Geography.     Ginn,  1910. 

Harris,  W.  T.  Applied  Geography.  U.S.  Commissioner  of  Education  Report 
(1899),  I,  1 1 89-1 208. 

Henry,  R.  A.  A  Kentucky  Method  in  Commercial  Geography.  Journal  of 
Education  (March  5,  1914),  LXXIX,  273. 

Herrick,  C.  a.  Secondary  School  Commercial  Geography.  Education, 
XXV  (1904),  129-34. 

.     Some  Practical  Suggestions  to  Teachers  of  Commercial  Geography. 

University  of  State  of  New  York,  Education  Department  Bulletin  No. 
483,  1910,  p.  418. 


APPENDIX  103 

Keller,  A.  G.  and  Bishop,  A.  L.  Commercial  and  Industrial  Geography. 
Ginn,  191 2. 

Lanier,  Mary  J.  Economic  Geography:  The  Subject-Matter  for  an  Ele- 
mentary Course.    Journal  of  Geography  (June,  19 14),  XII,  351. 

Larson,  A.  Q.  Commercial  Geography.  University  of  Illinois,  School  of 
Education,  High  School  Conference  Proceedings  (1917),  XVII,  126-27. 

LoEB,  M.  Economic  Geography  Should  Receive  More  Attention.  Educa- 
tional Review,  VII,  286-88. 

Wassam,  C.  W.  New  Ideas  in  Commercial  Geography.  Iowa  State  Teachers' 
Association  Proceedings.     1918,  pp.  131-33. 

Whitbeck,  R.  H.  Commercial  Geography.  National  Education  Associa- 
tion Journal  Proceedings  and  Addresses,  191 2,  pp.  1057-64. 

.     Commercial  Geography  as  a  Secondary  School  Study.    Journal  of 

Geography  (October,  191 2),  XI,  49-55. 

.    Economic  Geography  in  the  High  School.     Journal  of  Geography 

(March,  191 7),  XV,  231-34. 

.    Economic  Geography;    Its  Growth  and  PossibiUties.     Journal  of 

Geography,  XIV,  284. 
WiER.    Commercial  Geography,    Michigan  Schoolmasters'  Club,  1910,  p.  68. 

Textbooks 

Adams,  Cyrus  C.     Commercial  Geography.    Appleton,  191 1. 

American  Library  Association  Publishing  Board.     Material  on  Geography. 

Brigham,  Albert  P.     Commercial  Geography.     Ginn,  1919. 

Brunhes,  Jean.  (Edited  by  Dodge  and  Bowman.)  Human  Geography. 
Translated  from  French.     Rand  McNally,  1914. 

Chrisholm,  George.  Handbook  of  Commercial  Geography.  Longmans, 
1903. 

Dry-er,  C.  R.  High-School  Geography:  Physical,  Economic,  and  Regional. 
American  Book  Co.,  191 2. 

.    Elementary  Economic  Geography.     American  Book  Co.,  1916. 

FiNLEY,  A.  R.    Exercise  Book  in  Commercial  Geography.    Atkinson,  1918. 

Fisher,  Elizabeth  F.  Resources  and  Industries  of  the  United  States. 
Ginn,  1919. 

Freeman,  W.  G.    The  World's  Commercial  Products.    London :  Pitman,  1907. 

Gannett,  H.,  Garrison,  C.  L.,  Houston,  E.  J.  Commercial  Geography. 
American  Book  Co.,  1913. 

Grant,  C.  H.     Commercial  Geography.     Pitman,  191 5. 

Jefferson,  M.  S.  T.  Commercial  Values:  Atlas  of  Raw  Material  of  Com- 
merce.    Ginn,  191 2. 

Keller  and  Bishop.     Commercial  and  Industrial  Geography.     Ginn,  191 2. 


I04  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

KiNGSLEY,  M.  E.    Outline  Studies  in  Geography.    Palmer  Co. 
MacFarlane,  John  J.     Commercial  and  Industrial  Geography.    Sadler  Roe 

Co.,  igoi. 
Morris,   C.    Industrial  and   Commercial   Geography  for  Use  in  Schools. 

Lippincott,  191 7. 
Red  WAY,  Jacques  W.    Commercial  Geography.    Scribner,  1911. 
.    Commercial  Geography:    A  Book  for  High  Schools,  Commercial 

Courses,  and  Business  Colleges.     Scribner,  191 7. 
Robinson,  E.  V.  D.     Commercial  Geography.     Rand  McNally,  1910. 
RusMiSEL,  L.  C.    Industrial  and  Commercial  Geography  of  the  United  States . 

Palmer  Co.,  1914. 
Sanford,  George  W.    Outlines  in  Commercial  Geography.    J.  A.  Lyons. 
Smith,  J.  Russell.     Commerce  and  Industry.     Holt,  1916. 

.    Industrial  and  Commercial  Geography.    Holt,  19 13. 

.    The  Ocean  Carrier.     Putnam,  1908. 

Toothaker,  Charles  R.     Commercial  Raw  Materials.     Ginn,  1905. 
Trotter,  Spencer.     Geography  of  Commerce.     Macmillan,  1911. 

i)     Salesmanship 
Aiken,    The  Millinery  Department.    Ronald  Press,  191 7. 
Butler,    Elizabeth    B.    Salesman    in    Mercantile    Stores.    Russell    Sage 

Foundation. 
Hutchinson,  E.  L.    House  Furnishings.    Ronald  Press,  191 7. 
Indiana  State  Board  of  Education.     Survey  for  Vocational  Education.     Bulle- 
tin No.  21,  Vol.  I,  Salesmanship;   Vol.  II,  Salesmanship.     Bulletin  No. 

19,  Retail  Stores. 
Kennard,  B.  E.    Jewelry.     Ronald  Press,  191 7. 

.    The  Educational  Director.     Ronald  Press,  191 7. 

Leake,  A.  H.    Education  for  Office  Service.    Vocational  Education  for  Girls 

and  Women.     MacmUlan,  1918.     Salesmanship,  pp.  361-76. 
Lehmann,  M.  a.     Glassware.     Ronald  Press,  191 7. 

,    Leather  Goods.     Ronald  Press,  191 7. 

.     Stationery.     Ronald  Press,  191 7. 

Maxwell,  William.    Salesmanship.    Houghton,  1914. 

Minneapolis  Survey  for  Vocational  Education.    Over  the  Counter.    Bulletin 

No.  12,  Occupational  Series. 
Moody,  W.  D.    Men  Who  Sell  Things.    A.  C.  McClurg  &  Co.,  1909. 
National  Society  for  the  Promotion  of  Industrial  Education.     Vocational 

Survey   of   Minneapolis,    Minnesota.    What    Vocational   Education   Is 

Needed  for  Salesmanship  in  Department  Stores.     U.S.  Bulletin  of  Labor 

No.  190  (1917),  pp.  391-429- 


APPENDIX  105 

National  Society  for  Promotion  of  Industrial  Education.  Bulletin  No.  20, 
Salesmanship. 

National  Society  for  Vocation  Education.  Commercial  Education.  Chap.  iii. 
Retail  Selling.     Bureau  of  Education,  Bulletin  No.  29,  1919. 

Norton,  Helen  Rich.  Department  Store  Education.  (Boston  School  of 
Salesmanship.)     Bureau  of  Education,  191 7,  Vol.  IX. 

O'Leary.  Department  Store  Occupations.  Cleveland  Foimdation  Survey, 
1916,  No.  II. 

Paine,  Cassie.  Teaching  of  Salesmanship  to  High-School  Girls.  National 
Education  Association  Journal  Proceedings  and  Addresses,  1917,  pp. 
316-21. 

Salesmanship  Course  in  Public  Schools  (Pittsburgh).  Journal  of  Education 
(June  22,  1914),  LXXIX,  104, 

SmvELEY,  N.  O.  Advertising  and  Salesmanship.  National  Education 
Association  Journal  Proceedings  and  Addresses,  1915,  pp.  921-25. 

SouDER,  M.  A.     Notions.     Ronald  Press,  191 7. 

Stone,  H.  E.  The  Project  Method  in  Salesmanship.  Journal  of  Education, 
XC  (1919),  96-97. 

Struthers,  a.  L.  Address  to  School  Boys  on  Salsmanship.  School  Teach- 
ing, XIV,  120. 

Thompson,  E.  B.    Cotton  and  Linen.    Ronald  Press,  191 7. 

.     Silk.    Ronald  Press,  191 7. 

Tily,  H.  T,  Retail  Sales  Training.  National  Association  of  Corporation 
Schools,  1 9 14,  p.  84. 

TowsLEY,  W.  B.  Training  in  Salesmanship.  National  Education  Associa- 
tion Journal  Proceedings  and  Addresses,  191 2,  pp.  1043-50. 

United  States  Bureau  of  Education.  Service  Instruction  of  American  Corpora- 
tions.    Bulletin  No.  36,  1916,  Department  Stores, 

Women's  Educational  and  Industrial  Union  at  Simons  College.  The 
School  of  Salesmanship.     1916. 

Young,  F.  H.  How  to  Teach  Salesmanship  in  the  High  School.  National 
Education  Association  Journal  Proceedings  and  Addresses,  191 7,  pp. 
332-35- 

Textbooks 

Brisco,  N.  a.     Fundamentals  of  Salesmanship.    Appleton,  1916. 

.    Retail  Salesmanship.     Ronald  Press. 

Douglas,  A.  W.    Merchandising.     Macmillan,  1919. 

Traveling  Salesmanship.     Macmillan,  1919. 

FiSKE,  J.  W.     Retail  Selling.     Harper's,  191 6. 

WLER,  N.  C,  Jr.    Practical  Salesmanship.    Little,  Brown,  191 2. 


lo6  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

HiRSHLER,  D.  The  Art  of  Retail  Selling.  Institute  of  Mercantile  Training, 
1909. 

Hoover,  S.  R.    Salesmanship.     MacmiUan,  1916. 

HoYT,  C.  W.     Scientific  Sales  Management.     George  B.  Woolson  &  Co.,  1913. 

Knox,  J.  S.  Salesmanship  and  Business  Efficiency.  Cleveland,  Ohio:  Knox 
School  of  Salesmanship,  191 7. 

Norton,  Helen  Rich.    Retail  Selling.     Ginn,  1919. 

Nystrom,  p.  H.    The  Economics  of  Retailing.     Ronald  Press,  1919. 

.     Retail  Selling  and  Store  Management.     Appleton,  1914. 

QpDYCKE,  J.  B.  Advertising  and  Selling  Practice.  Shaw  Education  Series, 
1918. 

Read,  H.  E.     Salesmanship.    Lymans  Calahan,  191 5. 

Weld,  L.  D.  H.     Practical  Salesmanship.     Universal  Business  Institute,  19 10. 

Whitehead,  H.    Principles  of  Salesmanship.    Ronald  Press,  1917. 

j)     Stenography  and  Typewriting 

Anderson,  Thomas.    History  of  Shorthand.    Bobbs-Merrill,  1882. 

Anderson,  William  L.    American  Phonography.     Ginn,  1910. 

.     Graded  Exercises  in  Phonography.     Ginn,  1908. 

Arnston,  H.  H.  Manual  Obstacles  to  the  Attainment  of  Speed  in  Short- 
hand with  Some  Plans  for  Overcoming  Them.  Gregg  Writer,  XVIII 
(1916),  405. 

Bachrach,  William.  The  Two-Year  Stenographic  Course  at  the  Parker  High 
School.     Educational  Bi-Monthly  Magazine. 

Balsam,  Louis.  Do  Your  Letters  Cost  Too  Much?  System,  November, 
1919,  p.  856. 

Beygrau,  F.  R.  The  Mental  Obstacles  to  the  Attainment  of  Speed  in  Short- 
hand with  Some  Plans  for  Overcoming  Them.  Gregg  Writer,  XVIII 
(1916),  349. 

.  Typewriting  in  the  Public  Schools.  National  Education  Associa- 
tion Journal  Proceedings  and  Addresses,  1916,  p.  365. 

BoHLiNGER,  George.  Efficiency  in  Practical  Details,  or  Technique,  of  the 
Highest  Importance.  National  Education  Association  Journal  Proceed- 
ings and  Addresses,  191 2,  p.  1084. 

Booth,  George  A.  Requirements  for  Actual  Business.  National  Education 
Association  Journal  Proceedings  and  Addresses,  pp.  675-79. 

Brown,  D.  W.  The  Factors  of  Shorthand  Speed.  Gregg  Publishing  Co., 
1910. 

Chapman,  F.  C.     Tests  for  Stenographers  and  Typists.     Trade  Tests,  p.  319. 

Chapman,  J.  C.  The  Learning  Curve  in  Typewriting.  Journal  of  Applied 
Psychology,  1919,  p.  252. 


APPENDIX  107 

Clark,  G.  A.  Shorthand — Its  Educational  and  Practical  Value.  National 
Education  Association  Journal  Proceedings  and  Addresses,  191 1,  p.  845. 

Cross,  J.  G.     Eclectic  Shorthand  Book.     Scott  Foresman,  1903. 

Curry,  J.  C.  Teaching  Typewriting  for  the  Best  Results.  National  Educa- 
tion Association  Journal  Proceedings  and  Addresses,  191 1,  p.  834. 

Dement,  I.  S.  Shorthand.  National  Education  Association  Journal  Pro- 
ceedings and  Addresses,  1897,  pp.  801-3; 

.     Stenography  and  Typewriting  as  Branches  of  Business  Education. 

National  Education  Association  Journal  Proceedings  and  Addresses,  1893, 
pp.  1 798-1 800. 

FiTZ,  Rose,  and  Eldridge,  Edward.  Expert  Typewriting.  American  Book 
Co.,  1912. 

Gilbert,  Eleanor.  How  to  Become  a  Successful  Stenographer.  Steno- 
graphic Efficiency  Bureau,  Remington  Typewriter  Co.,  1916. 

Girls'  Trade  Education  League,  Boston.     Stenography  and  Typewriting. 

Gregg,  J.  R.    The  Teaching  of  Shorthand.     Gregg  Publishing  Co.,  1916. 

Hilling,  D.  C.  Shorthand.  University  of  Illinois,  School  of  Education, 
High  School  Conference  Proceedings  (191 7),  XWI,  135-37. 

Jaoues,  M.  p.  Mental  Tests  for  Typists  and  Stenographers.  Industrial 
Management,  August,  1919,  p.  145. 

KjERSTAD,  C.  The  Psychology  of  Typewriting.  University  of  Chicago 
Master's  Thesis,  1916. 

McDaniel,  Clara.  How  to  Arouse  and  Maintain  Interest  in  Typewriting. 
Federation  Herald  (June,  191 5),  pp.  69-70. 

Miran,  S.  a.  Teaching  of  Shorthand.  National  Education  Association  Jour- 
nal Proceedings  and  Addresses,  1908,  pp.  881-87. 

Moran,  S.  a.  The  Teaching  of  Shorthand.  National  Education  Associa- 
tion Journal  Proceedings  and  Addresses,  1908,  p.  881. 

Mueller,  D.  D.  What  a  Shorthand  Student  Should  Know  Besides  Mere 
Book  Learning.     Federation  Herald  (March,  191 5),  pp.  24-26. 

Oden,  C.  V.  Typewriting.  National  Education  Association  Journal  Proceed- 
ings and  Addresses,  191 1,  pp.  632-35. 

Ontario  Committee  on  Unemployment.    The  Stenographer.     Chap.  iv.     1916. 

Refall,  Hill,  and  Thorndike.  Practice  in  the  Case  of  Typewriting.  Peda- 
gogical Seminary,  XX,  No.  4  (1913),  516. 

Rogers,  H.  W.  Psychological  Tests  for  Stenographers  and  Typists.  Journal 
of  AppHed  Psychology,  19 17,  p.  268. 

Smith,  H.  H.  Expert  Training  Methods— Their  Necessity  and  Application 
in  Your  Typewriting  Department.  National  Education  Association 
Journal  Proceedings  and  Addresses,  191 7,  p.  335. 


lo8  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

SoRelle,  R.  p.  Methods  of  Teaching  Typewriting.  Gregg  Publishing  Co., 
1919. 

.    Ofl&ce  Training  for  Stenographers.     Gregg  Publishing  Co.,  1918. 

Thomas,  G.  C.  Shorthand.  National  Commercial  Teachers'  Federation, 
1910. 

Thomas,  Ina.  Standardization  of  Transcription  Requirements.  Gregg 
Writer,  XXII  (1919),  179. 

Thurstone,  L.  L.  Standardized  Tests  for  Ofl&ce  Clerks.  Joiu-nal  of  Applied 
Psychology,  1919,  p.  248. 

Van  Antwerp,  F.  M.  A  Day's  Work  of  a  Dictation  Class.  National  Com- 
mercial Teachers'  Federation,  1910,  p.  228. 

Van  Sant,  Elizabeth.  Possibility  and  Desirability  of  a  National  Uniform 
System  of  Stenography.  National  Education  Association  Journal 
Proceedings  and  Addresses,  1909,  pp.  716-18. 

Veeneliet,  Mrs.  M.  L.  The  Education  of  a  Stenographer.  National  Educa- 
tion Association  Journal  Proceedings  and  Addresses,  1904,  pp.  696-701. 

Weller,  C.  E.  The  Early  History  of  the  Typewriter.  Chase  and  Shepherd, 
printers,  191 8. 

WiESE,  E.  G.,  and  Trefzger,  Emil.  The  Application  of  Efl&ciency  Principles 
to  the  Teaching  of  Typewriting.  Report  of  nth  Annual  Convention  of 
Gregg  Shorthand  Federation,  1916,  pp.  31  and  s:^. 

Winship,  A.  E.  Typewriting  in  the  Public  Schools.  Journal  of  Education 
(June  28,  1906),  LXIV,  40. 

WooDWORTH.  Shorthand  and  Typewriting.  National  Education  Associa- 
tion Journal  Proceedings  and  Addresses,  1895,  pp.  882-89. 

Textbooks 

Cahill,  Mary  F.    Ofl&ce  Practice.    Macmillan,  191 7. 

Cody,  Sherwin.    Business  Practice  Up-to-Date.    Chicago  School  of  EngUsh, 

1913- 

Eldrtoge,  E.  H.    Shorthand  Dictation  Exercises.    American  Book  Co.,  1909. 

Fritz,  R.  L.,  and  Eldridge,  E.  H.  Essentials  of  Expert  Typewriting.  Ameri- 
can Book  Co.,  1919. 

Gardner,  E.  H.     Constructive  Dictation.     Gregg  Publishing  Co.,  1919. 

Gregg,  J.  R.    Gregg  Manual.     Gregg  Publishing  Co.,  1919. 

.     Gregg  Speed  Studies.    Gregg  Publishing  Co.,  191 7. 

Heffley,  N.  p.  Manual  of  Pitman  Phonography.  American  Book  Co., 
1895. 

Platt,  C.  T.    Pitmanic  Shorthand  Instructor.    American  Book  Co.,  1902. 

Reigner,  C.  G.  Dictation  Course  in  Business  Literature.  H.  M.  Rowe  Co., 
1917. 


APPENDIX  109 

Reynard,  Helene.    Business  Methods  and  Secretarial  Work.    Pitman. 
Rose,  R.  F.    How  to  Become  a  Private  Secretary.    Fxmk  and  Wagnalls  Co., 

1917. 
SoRelle,  Rupert.    Ofl&ce  Training  for  Stenographers.    Gregg  Publishing 

Co.,  1916. 

.    Rational  Typewriting.     Gregg  Publishing  Co.,  1917. 

Van  Sant,  Elizabeth.    Van  Sant  Manual  of  Shorthand.    Lyons  and  Carna- 

han,  1913. 
ZiMAN,  M.  E.    Advanced  Typewriting  and  Office  Practice.    Pitman,  1918. 

k)     Miscellaneous 

Alger,  George  W.    The  Ethics  of  Business.    Atlantic  Monthly,  April,  1904. 

Ayres,  Leonard  B.  Spelling  Vocabularies  for  Personal  and  Business  Letters. 
Journal  of  Education  (March  6,  1913),  LXXVII,  261-62. 

Barnes,  N.  The  Place  and  Scope  of  Advertising  in  High-School  Commercial 
Course. 

Bratt,  W.  E.  Value  of  Modern  Languages  in  Commercial  Work.  Proceed- 
ings, South  Dakota  Education  Association,  191 7,  pp.  206-15. 

Brooks,  M.  S.  Teaching  Business  Spelling.  Journal  of  Education  (April 
22,  1915),  LXXXI,  437. 

Coffey,  Roy  V.  Preparatory  Educational  Requirements  for  College  Train- 
ing in  Business,  with  Special  Reference  to  Articulation  between  High- 
School  and  College  Courses.  National  Education  Association  Journal 
Proceedings  and  Addresses,  1914,  pp.  657-62. 

Cole,  Howard  E.  Foreign  Service  Class  (Standard  Oil  Co.).  Address: 
Fifth  National  Foreign  Trade  Convention,  19 18. 

Davis,  Allen.  The  Science  Work  of  a  Four  Year  Commercial  Course. 
National  Educational  Association,  Journal  Proceedings  and  Addresses, 
pp.  678-82. 

Edwaeds,  R.  H.  Business  Morals.  University  of  Wisconsin:  Studies  in 
American  Social  Conditions,  No.  7.     Contains  bibliography. 

Federal  Board  for  Vocational  Education.  Vocational  Education  for  Foreign 
Trade  and  Shipping,  Commercial  Education  Series  No.  2,  Bulletin  No. 
24,  pp.  SO-S3- 

Ferris,  W.  N.  Moral  Side  of  Business  Training.  Western  Penman,  Sep- 
tember, 1 901. 

Galley,  D.  M.  Science  in  Commercial  Work.  School  Review  (September, 
1903),  pp.  579-84. 

GiLLEY,  Frank  M.  Science  in  Commercial  Work:  Its  Practical  Value  and 
Place  in  the  High  School.  National  Education  Association  Journal 
Proceedings  and  Addresses,  1903,  pp.  738-41. 


no  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

Griffith,  J.  Earl.  Place  of  Art  in  the  High  Schools  of  Commerce.  National 
Education  Association  Journal  Proceedings  and  Addresses,  191 2,  pp. 
984-88. 

KuTNER,  Arnold.    Commercial  German. 

LoRiNG,  A.  L.  Relation  of  High-School  Commercial  Courses  to  University 
Courses  in  Commerce.    University  of  Illinois  Bulletin  No.  21.     (191 5) 

xn,  144. 

MacElwee,  R.  S.    Education  for  Foreign  Trade  and  Shipping  in  High 

Schools.    School  and  Society,  VHI  (191 8),  612. 
Marshall,  L.  C.     Correlation  of  High-School  and  College  Commerce  Courses. 

University  of  Illinois,   School  of  Education,  High  School  Conference 

Proceedings  (1916),  XVII,  1 18-19. 
.    The  Relation  of  the  Collegiate  School  of  Business  to  the  Secondary 

School  System.    The  Journal  of  Political  Economy  (February,  1920), 

Vol.  XXVIII,  No.  2. 
RowE,  H.  M.    Laws  and  Ethics  of  Business,  Duties  of  Citizenship,  and 

Science  of  Wealth.    National  Education  Association  Journal  Proceedings 

and  Addresses,  1897,  pp.  818-24. 
Seymour,  A.  B.    Business  Spanish  in  the  High  School.    University  of  Illinois 

Bulletin  XII,  No.  21,  279. 
Shaeffer,  W.  a.    The  Teaching  of  Commercial  Law  in  the  High  Schools. 

National  Commercial  Teachers'  Federation,  1913,  p.  125. 
Springer,  D.  W.    Ethical  Side  of  Business  Training.    National  Education 

Association  Journal  Proceedings  and  Addresses,  1895,  p.  890. 
Twiss,   George  R.    The  Reorganization  of  High-School  Science.     School 

Science  and  Mathematics,  XX  (1920),  No.  i,  i. 

Textbooks 

Adams,  H.  C.    Description  of  Industry.    Holt,  1019. 

Allen,  Nellie  B.    Industrial  Studies  of  the  United  States.     Ginn,  1913. 

Atwood.    a  Practical  Commercial  Speller.     Ginn. 

Bays,  A.  W.    Cases  on  Commercial  Law.     Callaghan  and  Co. 

.    American  Commercial  Law  Series.     Callaghan  and  Co.,  1911-13. 

Bennion,  M.  Citizenship:  An  Introductory  to  Social  Ethics.  World  Book 
Co.,  1917. 

Bexell,  J.  A.  First  Lessons  in  Business.  A  grammar-school  and  high- 
school  text  on  thrift.    Lippincott,  1919. 

Bishop,  W.  G.  Short  Course  in  Business  Training  for  Normal  Schools,  High 
Schools,  etc.    Lincoln,  Nebraska.     Universal  Publishing  Co.,  191 1. 

Bishop  and  Teller.    Industry  and  Trade.    Ginn,  1919. 


APPENDIX  III 

Beinkworth,  Mary  G.    A  Business  Speller.     Ginn,  1920. 
BuRDiCK,  F.  M.     Essentials  of  Business  Law.    Appleton,  1904. 
Carnegie,  Andrew.    Triumphant  Democracy.    Scribner,  1887. 

.    The  Empire  of  Business.    New  York,  1902. 

.    Business.    Young      Folks     Library.    Boston,      191 1.    Vocations, 

Vol.  IV. 
Duncan,  J.  C.    Principles  of  Industrial  Management.    Appleton,  1911. 
Eldribge,  E.  H.    Business  Speller  and  Vocabulary.     American  Book  Co., 

1913- 
Gang,  D.  C.     Commercial  Law.    American  Book  Co.,  1913. 
Goe,  D.  E.    The  Transaction  of  Business.     Chicago:  Forbes  &  Co.,  1907. 
Haas,  K.  Anton  de.    Business  Organization  and  Administration.     Gregg 

Publishing  Co. 
Hall,  S.  Rowland.    Writing  an  Advertisement.    Houghton,  191 5. 
Heelis,  F.     How  to  Teach  Business  Training.     Pitman,  1908. 
HiGiNBOTHAM,  H.  N.     Making  of  a  Merchant.     Forbes  &  Co.,  1906. 
HuFFCUT,  E.  W.    Elements  of  Business  Law.     Ginn,  1905. 
Husband.    America  at  Work.    Houghton,  19x5. 

Johnson,  E.  R.  Ocean  and  Inland  Water  Transportation.  Appleton,  1906. 
Mills,  J.  C.  Search  Lights  on  Some  American  Industries.  McClurg,  191 1. 
Moore,  T.  V.  Historical  Introduction  to  Ethics.  American  Book  Co.,  1915. 
MoRAN,  S.  A.     Specialization  with  Expert  Instruction  Requisite  to  Meet  the 

Needs  of  the  Business  World.     National  Education  Association  Journal 

Proceedings  and  Addresses,  191 2,  pp.  1088-93. 
Musicz,  W.  L.     Commercial  Law.     St.  Louis:  Musick  Publishing  Co.,  1904. 
Nichols,  F.  G.,  and  Rogers,  R.  E.    Short  Course  in  Commercial  Law. 

American  Book  Co.,  1913. 
Parton,  James.     Captains  of  Industry.    Houghton,  1910. 
Plehn,  C.  C.     Introduction  to  Public  Finance.     Macmillan,  1913. 
Putnam,  Daniel.    Textbook  of  Psychology.    American  Book  Co.,  1901. 
Reynard,  H.    Business  Methods  and  Secretarial  Work  for  Girls  and  Women. 

Pitman,  191 7. 
Richardson,  William  P.    Commercial  Law.    Sadler  Rowe  Publishing  Co., 

1915- 
ScHOECH,  P.,  and  Gross,  M.    Elements  of  Business.    American  Book  Co., 

1918. 
ScHOFiELD.     Commercial  Practice.     1918. 

School  Committee,  Boston.    Course  of  Study  in  Clerical  Practice.     19 18. 
Seventy-five  Lessons  in  SpelUng.     Universal  Textbook  Co. 


112  SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 

Seventy  Lessons  in  Spelling.    American  Book  Co. 
Smith,  J.  R.    Elements  of  Industrial  Management.    Lippincott,  1915. 
Sparling,  S.  E.    Introduction  to  Business  Organization.     Macmillan,  1906. 
Spears,  J.  R.    Story  of  the  American  Merchant  Marine.    Macmillan,  1915. 
Teller,  William  P.,  and  Brown,  H.  E.    A  First  Book  in  Business  Methods. 

Rand  McNally,  1915. 
Vincent,  H.  D.    Vocational  Arithmetic  with  Lessons  in  Spelling,  Writing,  and 

Business  Forms.    Houghton,  1914. 
Williams,  A.  R.    An  outline  Syllabus  in  Commercial  Law.    University  of 

Illinois,  School  of  Education,  High  School  Conference  Proceedings,  1918, 

pp.  160-61. 


INDEX 


INDEX 


Accounting,  29,  33,  41 

Admission  credits,  37-39,  61 
University  of  Chicago,  21 
Advertising,  33 
Agriculture,  22  (insert) 
American  Economic  Association,  18 

Committee  on  Secondary  Social  Stud- 
ies, 17 

American  Historical  Association: 
Committee  of  Eight  (1905),  10 
Committee  of  Five  (1907),  10 
Committee  of  Seven  (1896),  8 
Committee  on  History  and  Education 
for  Citizenship  (1919-),  14-17 
In  Joint  Commission,  18 

American  Political  Science  Association : 
Committee  of  Five  (1904-5),  10 
Committee  of  Seven  (191 1),  11 
In  Joint  Commission,  18 

American  Sociological  Society,  18 
Committee  on  Grade  and  High  Schools 
(1918),  17 

Arithmetic,  13,  31 

Business,  32 

Commercial,  22  (insert),  28,  29 
Astronomy,  22  (insert) 
Attendance,  School,  45,  45  n.  i 

Biography,  7,  9  n. 

Biology  (see  Science),  22  (insert),  28,  29 

Bookkeeping,  22  (insert),  28,  29,  30,  32 

Boston  University,  40,  41 

Business  administration,  41,  53,  58 

Business  colleges,  26-27 

Business  education : 
Function,  5 
Goal,  3 
Justification,  3 

Business  organization,  29,  33 

Chemistry,  22  (insert),  33 

Civics,  10,  10  n.,  15,  21,  22  (insert),  23,  34 
Community,  13,  14,  17,  18-19 
Aim  and  content,  13  n. 


Economic,  14,  18 

State,  national,  world,  14 

Vocational,  14,  18 

Collegiate  schools  of  business : 
Admission  units  presented  22,  22  (in- 
sert), 23,  24,  25 

Co-operation  with  secondary  schools, 
60-63 
Requirements: 

Entrance,  37,  62 

First  two  years,  41 

Graduation,  62 

Columbia  University,  42 
Commission,  Joint,  17-19 
Commissioner    of    Education,    Report, 

1915,35 
Contemporary  civilization,  42 

Correlation  of  secondary  and  collegiate 

schools,  37-43 
Curriculum,  proposed  by: 

American  Economic  Association,  17 
American  Historical  Association,  8-10, 
14-17 

American  Sociological  Society,  17 
Commission    of    Association    of    Col- 
legiate Schools  of  Business,  53-60 

Seventh  grade,  53-55 

Eighth  grade,  53,  56-57 

Ninth  grade,  53,  57-59 

Four-year  high  school,  59-60 
Federal  Board  for  Vocational  Educa- 
tion, 31-33 

National  Education  Association,  7-8, 
12-14 

Democracy: 
American,  16 
World,  15 

Domestic  science,  29,  31,  32 
Drawing,  22  (insert),  28 

Economics  {see  Political  economy),   21, 
23,  24,  25,  29,  30,  33,  34,  38,  39,  41 

Education,  Objectives  of,  6 

Educational  organization : 
8-4  plan,  59 


"5 


ii6 


SOCIAL  STUDIES  IN  SECONDARY  SCHOOLS 


6-3-3  plan,  i,  46,  47,  59     ,      ,       ^ 

Attitude  of  professional  schools,  46 

Criticism  of,  44-46 

Influence  on  collegiate  and  professional 

schools,  48 
Eliot,  President,  criticism  of  Educational 

system,  44-46 
English,  22  (insert),  28-32,  38,  41 

Commercial,  30,  33 

Federal  Board  for  Vocational  Education, 

31-33 
Finance,  41 

General  social  science,  1 7 
Geographic     bases     of     United     States 
development,  53,  54 

Geography,  8,  13,  28,  31,  38,  39 
And  resources,  41 
Commercial,  8,  15,  22  (insert),  25,  28, 

29,  32 
Geology,  22  (msert) 

Georgia  School  of  Technology,  40,  41 

Government,  38,  41 
American,  8,  10,  12  n. 
Civil,  7,  8,  9 
Foreign,  8 
Local,  10 
Methods  of  teaching,  11 

History,  18,  22  (insert),  32,  33,  38,  41 
American,  7,  8,  9  n.,  10  n.,  12  n.,  13,  14, 
IS,  16,  21,  24,  25,  29,  33,  34,  53,  57 
Ancient,  9  n.,  12  n.,  16,  21,  23,  24,  25 
Chinese,  24 

And  citizenship,  32,  34 
Of  commerce,  29,  41 
Commercial,  31,  34 
Economic,  14,  15,  38,  41 
English,  8, 9  n.,  12  n.,  14,  15,  21,  23,  24, 

25,30 

European,  13,  14 

Far  East,  17 

French,  8 

General,  23,  24 

Greek,  8 

Industrial,  23,  24,  25,  31,  34 

Medieval,  9  n.,  16,  21,  23,  24 

Modern,  9  n.,  10,  12  n.,  16,  21,  23,  30 

Roman,  8 

Social,  15 

Hygiene,  13,  31 


Junior  college,  44,  44  n.  2 

Junior  high  school,  16,  35,  47,  49,  50 

Languages,    Foreign,     22,     22     (insert), 

28,  29,  32,  33,  39,  41,  42 
Law,  Commercial,  22  (insert),  29,  30,  33, 

34,  41 

Madison    Conference    on    Hist.,    Civil 

Gov.,  and  Pol.  Econ.,  7 
Manual  training,  29,  31,  32 
Marketing,  41 
Mathematics,  22,  39,  41,  42 

Algebra,  29 

Business,  29 

Geometry,  29 

Music,  22  (insert),  28 
Mythology,  7 

National  Council  of  Teachers  of  Geog.,  18 
National  Education  Association: 

Committee  on  Reorganization  of  Sec- 
ondary Education,  6,  12-14,  17,  45,  4^ 
Committee  of  Ten  on  Secondary 
School  Studies,  7-8 

Subcommittee  on  Social  Studies,  1 2-14, 
18 
New  York  University,  40,  41 

Office  practice,  33 

Opening  of  world  to  use  of  man,  53,  56 

Organization  of  education 

6-3-3  plan,  I,  46,  47,  59 

4-8  plan,  59 
Organizers  of  business  education,  4-5 

Pedagogy,  22  (insert) 

Penmanship  {see  Writing),  30 

Pharmacy,  22  (insert) 

Philosophy,  22  (insert) 

Physical  training,  28,  31,  32 

Physics  {see  Science),  22  (insert),  33 

Political  economy  {see  Economics),  8,  22 
(insert) 

Political  science,  39 

Printing,  22  (insert) 

Professional  schools'  attitude  toward  edu- 
cational system,  46 

Psychology,  22  (insert),  38,  41 


INDEX 


117 


Retail  selling,  33  n. 
Risk,  41 

Salesmanship,  33,  22  (insert) 
Science,  41,  42 

Biological,  22  (insert) 

General,  22  (insert),  32 

Physical,  22  (insert) 

Social,  42 
Secretarial  practice,  29 
Senior  high  school,  49 
Shop  work,  22  (insert) 
Social  environment,  6 
Social  organization,  53,  57-58 
Social-science  survey,  53,  54-55 

Social  studies  in  secondary  schools: 
Center  of  attention,  50-51 
Importance  of,  35 
Present  status,  20-36 
Proposals  for,  7-19,  49 
Relation  to  other  studies,  50 
Vocational  training,  51 

Sociology,  22  (insert) 
Spelling,  28 


Stenography,  22  (insert),  28,  29,  30,  32 
Syracuse  University,  40,  41 

Teacher  training,  62 
Tulane  University,  40,  41 
Types  of  training,  2,  3 
Typewriting,  22  (insert),  28,  29,  32 

University  of  California,  39,  40,  41 
University  of  Chicago,  21,  22,  22  (insert), 

24,  25,  39,  40,  41 
University  of  Cincinnati,  40,  41 
University  of  Michigan,  40,  41 
University  of  Nebraska,  40,  41 
University  of  Pennsylvania,  40,  41 
University  of  State  of  New  York,  27-30 
University  of  Washington,  40-41 
University  of  Wisconsin,  40-41 

Vocational  survey,  53,  56-57 

Writing,  Business  (see  Penmanship),  28, 
29,31,32 


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